






Class Tt^^V 

Book._ 

Copyright >i 0 _ 


COPYRIGHT DEPOSm 




























Old Red Mill, Arcola. 


Frontispiece. 









AN ELEMENTARY HISTORY 
OF NEW JERSEY 

.'4 by 

J. EARLE THOMSON 

Supervising Principal, Hasbrouck Heights, 

New Jersey 

Author of Heroes and Heroines of New Jersey 

WITH AN INTRODUCTION BY 

DAVID B. CORSON 

Superintendent of Schools, Newark, New Jersey 


FOR THE 

Intermediate Grades 


HINDS, HAYDEN & ELDREDGE, Inc. 


NEW YORK 


PHILADELPHIA 


CHICAGO 


FT i a 4* 
TV* 


Copyright, 1924 

By HINDS, HAYDEN & ELDREDGE, Inc. 


© ci a 7 9 3 2 3 9 : 

mat -9 1924 


*Vlff | 



PREFACE 


The State Monograph includes a brief outline of the 
History of New Jersey which teachers are expected to 
follow. The majority of teachers frequently neglect or 
possibly ignore this important subject because they can¬ 
not find suitable and adequate material. The author 
has written this volume to meet this need. He has also 
endeavored to furnish boys and girls with an authentic 
record of the principal events in the history of our state. 

New Jersey abounds in historic lore. Few states in 
the Union have produced greater leaders. Within our 
state have lived men and women who have made valuable 
contributions to democracy and to civilization. Explorers, 
inventors, poets, authors, reformers, patriots, and preachers 
have dwelt within our boundaries. A study of the lives 
of these heroes and heroines should stimulate and inspire 
the youth. No child is adequately prepared to meet the 
responsibilities and opportunities of American life who 
has not mastered the biographies of those who have so 
ably assisted in the development of our state and our nation. 

To write an authentic account of the major events in 
New Jersey’s history, to introduce worthy characters, both 
past and present, to the school children who will make 
to-morrow’s history, to record the progress of the state 

iii 



IV 


PREFACE 


from the arrival of the first white people to the present 
time, to give a comprehensive review of the country from a 
colony to a state, showing the agricultural, educational, 
political, industrial, and social development, and to present 
truthfully and accurately the various stages of our growth 
so that the youth will have reverence for our institutions— 
these have been the aims of the author in writing this book. 

Though this elementary text is in no sense a complete 
history of New Jersey, the author hopes that its study 
may prove an inspiration to the pupil to become an upright 
citizen of his community and state. 

In order to make the work more interesting, it is sug¬ 
gested that the pictures in the text be carefully studied. 
Let the teacher urge her pupils to bring other pictures to 
the class. Without great effort the study of the history 
of New Jersey may be supplemented by the use of lantern 
slides and post-cards. A number of the class may have 
relics that they would like to bring to school. 

At the end of each chapter teachers will find QUES¬ 
TIONS AND PROJECTS that may be used to advan¬ 
tage for review or for supplemental study. The law requires 
the teaching of the Constitution of New Jersey; this will 
be found at the end of the text. A list of state institutions, 
a pronouncing vocabulary, and an index have been included 
in the appendix for reference. 

The author has felt free to consult librarians, historical 
associations, and recognized authorities in the preparation 
of this volume. Old records, original journals, and docu¬ 
ments have furnished considerable authentic and reliable 
information. 

The author desires to acknowledge his indebtedness: to 
Charles Mitchell, Superintendent of the Schools of Union 


PREFACE 


v 


Township, for the material on Parson Caldwell, to William 
Alexander Smith, Superintendent of Schools, Hackensack, 
who contributed the chapter on “ Woodrow Wilson and the 
World War”; to Alexander J. Glennie, Principal of the Miller 
Street School, Newark, who contributed the chapters on 
“ Education in New Jersey ” and “ Poets and Writers of 
New Jersey to Miss Maud E. Johnson, Assistant Libra¬ 
rian, New Jersey Historical Society, Newark, for valuable 
assistance in supplying information relative to the History 
of New Jersey; to Charles A. Philhower, Supervising 
Principal, Westfield, for permission to quote a paragraph 
from his address before the New Jersey Historical Society; 
and to the State Legislative Manual from which he has 
derived assistance. 


J. E. T. 









CONTENTS 


PAGE 

Preface .iii 

Introduction .ix 

I. The First Inhabitants of New Jersey . i 

II. The Discovery of New Jersey.14 

III. Pioneers of New Jersey.20 

IV. In Good Old Colony Days ..32 

V. The Famous New Jersey “Tea Party”.44 

VI. Alexander Hamilton in New Jersey.49 

VII. George Washington in New Jersey.55 

VIII. John Honeyman’s Part in the Revolutionary War . . 67 

IX. The Battle of Monmouth.73 

X. From the Close of the Revolution to the Founding of 

the Republic.80 

XI. Governors of New Jersey under the First Consti¬ 
tution .94 

XII. Zebulon Montgomery Pike.104 

XIII. William Bainbridge and James Lawrence.109 

XIV. Turnpikes, Canals, and Railroads.116 

XV. Joseph Bonaparte in New Jersey.127 

XVI. The First Silk Weaving: John Ryle of Paterson . . 131 

XVII. James Marshall, the Discoverer of Gold in California 136 

XVIII. Commodore Robert Field Stockton.142 

XIX. General Philip Kearny.150 

XX. Early New Jersey Inventors: John Fitch, John 

Stevens, Seth Boyden, the Three Vails.155 

XXI. Thomas Alva Edison.168 

XXII. Clara Barton and the Red Cross.173 

XXIII. Dorothea Lynde Dix.179 

XXIV. Governor William A. Newell and the Life-saving 

Service.183 

vii 
























CONTENTS 


viii 

PAGE 

XXV. Woodrow Wilson and the World War, by William A. 

Smith.190 

XXVI. Education in New Jersey, by A. J. Glennie.196 

XXVII. Poets and Writers of New Jersey, by A. J. Glennie . . 212 

Appendix: Formation of Counties.229 

Chronological List of Governors.229 

State Institutions.235 

Constitution of the State of New Jersey .... 236 

Incorporated Places in New Jersey.259 

Pronouncing Vocabulary . 261 

Index.263 










INTRODUCTION 


Children should be taught in some detail the history 
of their own state and they should learn of its part in the 
development and progress of the country. Such instruc¬ 
tion should add to the value of a study of the national 
history. While there is much that is common in the history 
of all the states, there is much also that is distinctive in 
reference to the respective states. The benefit to be 
gained from the study suggested is great, and the value 
of the knowledge acquired will be readily granted by those 
familiar with the resources available. 

The story of New Jersey from the time of its discovery 
by Europeans and of the early pioneers to the present day 
is taught in the following pages in a clear and attractive 
manner. There is sufficient detail to make the narrative 
satisfactory as well as vivid. As it develops there is 
* awakened a thrilling sense of the fact that many important 
events occurred within the boundaries of the state, and 
that New Jersey played a large and influential part in the 
great drama of national development. 

The citizens of New Jersey may justly be proud as well 
as appreciative of the record of their predecessors. On 
the soil of New Jersey deeds of valor, of sacrifice, and of 
heroism have been performed. The contributions of 


IX 



X 


INTRODUCTION 


Jerseymen in discovery, in invention, in industry, in 
politics, in education, in literature have been alike praise¬ 
worthy and creditable. The spirit of the men and women 
who wrought so worthily was the spirit of ardent and 
devoted patriotism. To recognize this, to inform the 
children of the state of their great and honorable heritage, 
to arouse in them that spirit of generosity and of loyalty 
which animated the men and women who so nobly served 
their country and their fellowmen are the purposes for 
which this book was written. May it be abundantly 
successful in stimulating the minds and hearts of the 
children of New Jersey! 

David B. Corson. 

Superintendent of Schools , Newark, N. J. 


AN ELEMENTARY HISTORY 
OF NEW JERSEY 


CHAPTER I 

THE FIRST INHABITANTS OF NEW JERSEY 

New Jersey Before the Arrival of Europeans.—Long 
before the white man came to our shores New Jersey was a 
dense forest. On the north it was bounded by the rough 
mountains that belong to the Appalachian system, on the 
east by the Atlantic Ocean and the placid waters of the 
Hudson River, and on the west by the winding waters 
of the Delaware River. Through the wilderness wound 
numerous rivers that were fed by springs in the upland 
region. Beneath the wooded hills were valuable mines 
of zinc, iron, nickel, and copper. 

The streams, often dammed by debris or fallen trees, 
contained many varieties of fish. Throughout the vast 
forest roamed deer, bear, caribou, and wolves. Wild 
ducks, geese, and plover inhabited the marshlands and lake 
regions in countless numbers. Farther back in the thicket 
lived partridge, quail, wild pigeon, and wild turkey. 

Centuries ago there lived within these borders a race of 
people. Nobody seems to know who they were or the age 
in which they lived. In 1875 Dr. Charles C. Abbott made 



2 


AN ELEMENTARY HISTORY OF NEW JERSEY 


some remarkable discoveries at Trenton which give us some 
information about these early people. In the glacial drift 
below the city Dr. Abbott found a number of interesting 
articles. Among them were: the tusk of a mastodon, 
bones of the Greenland reindeer, ivory implements, stone 
tools,, spear-points, and bones of the walrus, moose, and 
musk-ox. Even a few bones of a human being were un¬ 
earthed. 

From these discoveries it is believed that a race of people 
inhabited New Jersey whose intelligence was somewhat 
inferior to the Indians whom Verrazano found when he 
landed on our shores. Men of great learning and wisdom 
inform us that great ice sheets, called glaciers, passed over 
this country at some pre-historic time. It is highly prob¬ 
able that the inhabitants of the northland, the Eskimo, 
preceded the glacier in its southern movement. The end 
of one of these rivers of ice was at Trenton. From the dis¬ 
coveries of Dr. Abbott and others it is quite likely that the 
Eskimo were the original people who occupied this country 
years and years ago. 

First Known Inhabitants.—Before white people came to 
New Jersey, it was inhabited by a people that Columbus 
called Indians. Not much is known of their origin. 
Those who have given the subject considerable study 
are of the opinion that the Indian originally belonged 
to the Mongolian race. This is supposed to be the race 
from which the Chinese and Japanese descended perhaps 
several thousand years ago. Authorities believe that the 
Indian came across Bering Strait and settled in North 
America. The climate and the conditions under which he 
lived undoubtedly changed his habits and appearance. 
Others maintain that the Mound Builders who lived here 


THE FIRST INHABITANTS OF NEW JERSEY 3 



centuries ago were the direct ancestors of the North Amer¬ 
ican Indian. 

The New Jersey Indians.—The Indians of this region 
called themselves the Lenni Lenape. Sometimes the word 
is spelled in a different way, such as Leonopy , Lenappys, 
and Lenopi. The word Lenni means either pure, first, or 
original; and Lenape , people. Hence Lenni Lenape 
may mean “ Original 
People. ’ ’ These Indi¬ 
ans claimed they were 
the original people. 

From his association 
with the Indians Rev. 

John Hecke welder 
learned that their 
forefathers inhabited 
the country beyond 
the Mississippi River. 

Traditions. — Dur¬ 
ing this remote period 
the Lenni Lenape 
fought the Alligewi, New Jersey Lenape Indian. 

but finding the latter too strong, they united with the 
Mengwe. Finally these two tribes succeeded in over¬ 
powering the common enemy. When the Mengwe moved 
to the Great Lakes region, the Lenni Lenape moved east¬ 
ward, crossed the Alleghenies, and settled for a time on the 
Susquehanna River, which they named. But they were 
still determined to move eastward. Later they migrated 
across the Delaware, which they called Lenapewihittuck , 
meaning “The River of the Lenape.” To our state they 
gave the name Scheyichbi. 




4 


AN ELEMENTARY HISTORY OF NEW JERSEY 


Tribes of the Lenni Lenape.—Authorities claim that in 
North America at the time of the discovery of America by 
Columbus there were approximately two hundred fifty 
thousand Indians. Of this number only about ten thou¬ 
sand Lenni Lenape occupied Scheyichbi, or New Jersey. 
The Indians who lived here were divided into three tribes— 
the Minsi, Unami, and the Unalachtigo. Each tribe also 
had its divisions. 

Location of the Tribes.—In the mountains of northern 
Jersey and along the upper part of the Delaware lived the 
Minsi, Monseys, Mon they s, Munsees, Wemintheiw, and 
Minisinks. These warlike Indians had their council fire 
on the banks of the Delaware above Dingman’s Ferry. 
The inhabitants of the central part of New Jersey were the 
Unami, Wanami, Wonameyo, and Wenanmeiw, whose 
council fire was at Trenton. The remaining tribe, the 
Unalachtigo, occupied the southern counties of the state. 
It is believed their council fires were held on both Cooper’s 
Creek and Cohansey Creek. Also there were the Raritans, 
Hackensacks, Pomptons, and others. 

Indian Names of Towns.—As you travel throughout the 
state, you will find a number of places that have Indian 
names. For example, the following towns still retain Indian 
names; Hackensack, Pomp ton, Passaic, Ramapo, Rahway, 
Rockaway, Secaucus, Singac, Watchung, Wequahick, Rari¬ 
tan, Succasunna, Totowa, Wanaque, Watsessing, Yawpaw, 
etc. 

How the Indians Looked.—The Lenni Lenape, or the 
Delawares, as they were sometimes called, were a strong 
sturdy race of people. Their straight and erect bodies, 
broad shoulders, and well-built frames rivaled those of our 
athletes. These healthy aborigines possessed clean white 


THE FIRST INHABITANTS OF NEW JERSEY $ 


teeth, dark eyes, and coarse black hair. The men wore on 
the top of their heads a single tuft of hair. This was called 
the “ scalp-lock.” These “ Children of the Forest ” were 
unusually healthy. Seldom could one find a crippled, de¬ 
formed, cross-eyed, or sickly Indian. White people often 
spoke of the Indians as “ Red Men.” They were not really 
red, but the color of their skin resembled that of copper. 

The Indians’ Dress.—The dress of the Indians was 
coarse and crude. They paid more attention to showiness 
in selecting their garments than any other primitive people 
of any land. Gaudy colors, peculiar designs, and odd 
materials seemed to please the average Indian. From 
certain plants and colored stones which they crushed, the 
men obtained dyes with which they stained their bodies. 
It was the women, however, who painted their faces a bril¬ 
liant red, and adorned themselves with beads and curious 
trinkets. 

Both men and women wore clothing made from the skins 
of animals, such as the deer, bear, raccoon, or caribou. 
One deer skin would make a good suit for the man; but, 
as the women wore their “ dresses ” somewhat long, and 
trailing on the ground, at least two such skins were required. 
Frequently the Indians wore blankets which they made 
from hemp, fibers, or hair. Upon these it was the custom 
to embroider pretty designs. Each of these designs had a 
definite meaning. For example, they showed the tribe 
to which the Indians belonged, or some great deed they had 
accomplished. Their shoes, called moccasins, were made 
from either deer-skin or bear-skin. In summer, however, 
the people usually went bare-footed. 

At the council fires, ceremonies, or when he was on the 
war path, the Indian wore additional clothing made of 


6 AN ELEMENTARY HISTORY OF NEW JERSEY 


feathers. Claws of wild animals, tails of deer, bear, or fox, 
and feathers of the wild turkey, crow, or eagle adorned his 
clothing. A number of the Indians pierced the lobes of 
their ears from which hung earrings of beads, beaks of birds, 
colored stones or shells, and polished claws. 

Wigwams.—The Indians’ homes were called “wigwams.” 
These people were usually uneasy and restless. They were 
never satisfied with their locations. For this reason they 
never built permanent homes. Their huts or wigwams 
were only temporary structures. In 1683 William Penn 
wrote: “ Their houses are mats or bark of trees, set on poles 
in the fashion of an English barn. A large number of 
these huts were no higher than a man. Sometimes young 
trees were bent for the framework and covered with bark. 
Tents made in this way were warm and rain-proof. Fre¬ 
quently a large circular hut was built by the use of long 
poles. The framework was then covered with mats woven 
from the long leaves of corn. At the top, which was 
rounded, the smoke passed out of the vent-hole.” In these 
wigwams the Indians cooked their meals, slept on skins or 
reed mats, and smoked the “ pipe of peace ” with their 
friends. The Indians were usually friendly and hospitable. 
Nothing was too good for a friend. 

Their Food.—In the center of the wigwam stood the 
large earthenware pot in which the Indians cooked their 
meals. In this large vessel, which was seldom washed, both 
meat and vegetables were boiled together without any 
salt. This food was greatly relished by all. Then, 
too, the Indians were very fond of corn. They ate corn in 
every way imaginable. For breakfast they would eat 
boiled corn that had been pounded or crushed by stones. 
Again they would roast the large yellow cobs in the fire. 


THE FIRST INHABITANTS OF NEW JERSEY 7 


Their vegetables consisted of peas, beans, squash, and 
pumpkin. Their principal dish was meat and fish that 
the men secured from the forest and stream. Along the 
shore the Indians gathered clams, oysters, crabs, and peri¬ 
winkles. The Indians never knew the taste of alcoholic 
liquors until the white man came from Europe. It is inter¬ 
esting to know that there is no word in their language that 
expresses drunkenness. 

Indian Money.—Have you ever visited the museums and 
seen the money that was used by the Indians? As you 
know, their money was called “ wampum.” The wampum 
consisted of pretty beads that were made from the 
clam, periwinkle, or other similar shells. Their money 
was divided into two kinds—the black and the white. 
It seems that the black wampum purchased twice as 
much as the white. Of course the wampum had no 
definite value. However, the real value was determined 
to a certain degree by the kind of shell that was used, the 
polish, and the smoothness. During the early history of 
the settlers, it is said that three black beads or six white 
beads equaled about two cents of our money. 

Indian Implements.—Professor Charles A. Philhower, 
Superintendent of Schools at Westfield, New Jersey, an 
authority on the Lenni Lenape Indians, has discovered 
scores of implements that were used by the early inhabi¬ 
tants of this state. He says, “ Arrow heads and ceremonial 
implements are found of jasper, chert, hornstone, granular 
quartz, and the many varieties of materials that make up 
the quartz group. Celts, axes, ceremonials, tomahawks, 
gorgets, and beads were articles that were polished. In the 
northern part of the State copper was used to some extent. 
Around Elizabethport some pottery has been found.” 


8 AN ELEMENTARY HISTORY OF NEW JERSEY 


Their Canoes—At the bottom of Glen Wild Lake, near 
Bloomingdale, portions of three Indian canoes have recently 
been discovered. It is believed that these dugouts belonged 
to the early Ramapos, a tribe of Indians that roamed the 
northern section. It is thought that 
these old canoes were made of cedar. A 
number of years ago a farmer discovered 
two white oak canoes on the banks of the 
Hackensack River which were in a good 
state of preservation. One of these 
canoes may be seen in the rooms of the 
Bergen County Historical Society at 
Hackensack. 

The Indians were quite skillful in 
making their canoes. With great care 
they selected tall straight trees from the 
forest. These trees they felled with their 
stone axes almost as easily as the white 
settler did with his axe of steel. Some¬ 
times the Indian felled the trees by 
burning the base. In hollowing the 
trunks he used fire. The last work on 
the canoe was done with his stone axe 
or flint chisel. 

Indian Children.—It is quite inter¬ 
esting to know what William Penn says 
about the Indian children: “Having 
wrapt them in a clout, they lay them on a straight thin 
board, a little more than the length and breadth of the child. 
Then they tie the child fast upon the board to make it 
straight; wherefore all Indians have flat heads; and thus 
they carry them on their backs. When engaged in house- 



Indian Bow and 
Arrows. 



THE FIRST INHABITANTS OF NEW JERSEY g 


hold work, the mother hangs this rude cradle upon some 
peg, or branch of a tree.” 

The Indians admired strong, healthy, and sturdy people. 
One of their desires was to make their children strong 
and rugged. To accomplish this the little children were 
frequently plunged into the water. Especially was this done 
during zero weather. This, the fathers believed, would make 
their children have strength and courage. Soon after birth 
the lobes of the ears were pierced, and some tribes even cut 
the septum of the nose. From 
these hung colored beads. The 
Indians thought this made their 
children look handsome. 

A child was not named until 
he reached the age of six or seven. 

Then with much ceremony the 
father gave him a name. It 
was customary for some Indians 
to have several names. It was 
not necessary for them to go to 
the courts to get permission to 
change their name. Whenever 
an Indian performed some daring feat, his tribesmen gave 
him a name worthy of the incident. 

Indian Children go to School.—Every Indian child was 
expected to go to school. Of course in those early days 
they could not attend brick schools with modern conven¬ 
iences. However, the Indian’s school lay in the “ great-out- 
of-doors.” Every Indian boy was taught to realize that 
his food and clothing came from the forest and stream. 
To be a good hunter, trapper, and warrior was his aim. 
In these pursuits the Indian boy was trained by his father 



Squaw and Papoose. 




10 AN ELEMENTARY HISTORY OF NEW JERSEY 


and by the men of the tribe. The Indian children were 
instructed in courtesy, conduct, and good manners. Many 
an American boy and girl could take a lesson from these 
“ red children of the forest.” 

Indian Ceremonies.—The ceremonies of the Lenni 
Lenape were very interesting. The Indians were fond 
of attending these functions. They seemed to have a 
ceremony for everything. Before planting maize, fishing, 
hunting, making war on the whites or other tribes, gather¬ 
ing crops, or marriage, a weird ceremony of some kind was 
held in which all the savages of the tribe took part. There 
were the dancers, decorated with trinkets, the singers, 
garbed in paint and feathers, and the noisy drummers who 
added to the merriment. Sometimes these festivals lasted 
for days. The Indian chiefs made long speeches; the music 
and dancing gave the assemblage much enthusiasm; and 
the feasting was enjoyed by everyone. 

Religion.—Missionaries tell us that the Indians believed 
in a shadowy existence of the soul after death. They fre¬ 
quently discussed the “happy hunting ground.” To them 
“ heaven ” was an unknown place where there was good 
fishing and hunting. In order to be prepared for the future 
life, the Indians buried their friends, and beside them 
placed not only food but clothing, bows and arrows, and 
spears. The Delawares believed that both good and bad 
spirits, called “ manitos,” lived everywhere, and that these 
strange “ spirits ” controlled their life. Sometimes these 
invisible creatures became angry or offended. To please 
the “ great spirit,” the Indians made sacrifices of food 
and implements, and held ceremonies in their honor. 

The Medicine Men.—Every tribe of Indians had a med¬ 
icine man. If a young Indian believed he wanted to 


THE FIRST INHABITANTS OF NEW JERSEY n 


become a medicine man, he had to spend considerable 
time in purifying himself. This he accomplished by fasting, 
torturing himself, bleeding, and spending hours in the 
“ sweat-house ” where the temperature was usually very 
hot. When he became a full-fledged medicine man, he 
went from wigwam to wigwam curing the sick and infirm. 

The medicine man believed that sickness was caused by 
“ evil spirits.’’ Hence he endeavored to drive them out of 
the patient’s body. In a large vessel he boiled a number of 
different herbs. The juices of these he gave to the sick. 
If this medicine did not cure the patient, he would en¬ 
deavor to expel the spirits by creating a great noise. He 
would insist on having his patient open his mouth as wide 
as possible. Then chanting weird songs, and shaking a 
noisy rattle, he tried to frighten the “spirits” out by way 
of the mouth. Sometimes the friends of the patient 
would help to make the necessary noise. Occasionally 
appetizing food was placed nearby that it might tempt 
the evil spirits to come out of the body. 

The Indians Teach the White Men.—The Indians taught 
the white men a great many things. Potatoes, and maize, 
which was later called “ Indian corn,” were unknown in 
Europe; nor did tobacco grow in European countries. 
The first settlers learned to grow and use them. The 
Indian took the white man into the forest and taught him 
where he could find fruits, edible roots, and nuts. The 
early whites also learned from them where there was an 
abundance of fish and game. The knowledge that the 
pioneers obtained from the Lenni Lenape kept them 
from starvation on more than one occasion. 

The Indians Displeased.—The Indians did not have a 
ceremony when the Europeans set foot on the soil of Schey- 


12 AN ELEMENTARY HISTORY OF NEW JERSEY 


ichbi. They believed the “ pale faces/’ as they were called, 
would destroy their hunting grounds. A bitter feeling 
immediately developed. Consequently there was trouble 
between the two races almost from the beginning. 

Have you ever read the story of Penelope Stout? 
Some time after the Pilgrims came to America, Penelope 
Stout and her husband sailed for New Amsterdam, which 
is now New York. At Sandy Hook the vessel was wrecked, 
making it necessary for passengers and crew to row to 
the shore. As the sailors knew they were not far from 
their destination, they journeyed on foot, leaving the 
Stouts behind them. Penelope’s husband could not travel 
with them as he had been hurt in the wreck. No sooner 
were the crew out of sight than unfriendly Indians arrived 
on the scene, and, as they supposed, killed the two people, 
and removed their garments. 

Within a few hours Mrs. Stout revived, although her 
skull was fractured, and her left shoulder broken. In this 
condition she hid in a hollow tree for seven days, living on 
grass and twigs. On the seventh day she saw a wounded 
deer pass by with arrows sticking in its flesh. Following 
the animal were an old and a young Indian carrying 
tomahawks. The youthful Indian discovered Penelope in 
her hiding place, and attempted to take her life. The 
older Indian, however, took pity upon the suffering woman. 
They carried her to their wigwam and cared for her until 
she became well. Then the old Indian chieftain took her 
to New Amsterdam where she joined her people. 

What Became of the Lenni Lenape.—The increasing 
white population was destined to drive the Indians out 
of the state. At the present time there are few of the 
descendants of the Lenni Lenape within our borders. The 


THE FIRST INHABITANTS OF NEW JERSEY 13 


tide of civilization pushed them westward whence they 
came, according to their traditions. Recent reports inform 
us that the descendants of the New Jersey Indians are now 
living in Oklahoma, a few in Kansas, less than a hundred 
in Ontario, and the rest with the Onondagas and Senecas 
in New York State. 

QUESTIONS AND PROJECTS 

1. Perhaps some of you have heard a new story of the Indians 
of New Jersey. If so, relate it to the class. 

2. Describe what New Jersey was like before the white people 
came. 

3. Give three reasons for believing that our state was originally 
inhabited by the Eskimo. 

4. What tribe of Indians lived in New Jersey? What does this 
Indian name mean? 

5. How many different tribes of Indians can you name? 

6. Write a composition of at least one hundred words on the 
subject, “What the Indians Taught the White People.” 

7. In your library are numerous books about the Indians. Let 
a member of the class read one of these books, and tell the story to 
the pupils. 

8. Undoubtedly a number of your class have visited a museum. 
Let one describe the numerous Indian relics that he saw. 

9. What can you say of the Indians’ education? 

10. What became of the Lenni Lenape Indians? 


CHAPTER II 


THE DISCOVERY OF NEW JERSEY 

The First Visitors. —Tradition informs us that Northmen 
in the ninth century and Welshmen in the twelfth century 
visited our shores. Some historians claim that Leif. Ericson 
planted a colony somewhere in America about the year 1000. 
Columbus discovered America in 1492, but he never landed 
upon the shores of our country. 

The King Sends Sebastian Cabot.— Upon learning of the 
success of Columbus and his crew, Henry VIII of England 
in 1497 prepared a tiny fleet for Sebastian Cabot. The 
following year Cabot sailed along the coast of New Jersey. 
As far as we know, he was the first white man to look upon 
our shores. Can you imagine a picture of the coast that 
Cabot saw? In those days there were neither fishing- 
smacks, lighthouses that warn sailors of danger, nor fashion¬ 
able hotels on the sandy beaches. The coastal plain was 
covered with the primeval forest that sheltered the lurking 
savage. This explorer left no record of his visit to New 
Jersey. It is not positively known that his crew ever went 
ashore. 

The First White Man Sees New Jersey. —The first white 
man to step upon New Jersey soil was an Italian navigator, 
Giovanni da Verrazano. In the employ of the French gov¬ 
ernment, he sailed along the American coast in 1524. 
According to his documents he anchored his vessel near the 


14 


THE DISCOVERY OF NEW JERSEY 


5 


present site of Sandy Hook and remained with the Indians 
three days. He looked with wonder upon the vast forests 
and the beautiful flowers. 

The Indians are Surprised. —The Indians flocked around 
the intrepid sailors in great numbers. Verrazano had never 
before seen these copper-colored people who wore clothes 
made of skins and feathers. To extend courtesy to the 
“ pale faces,” the Indians invited them to a feast at which 
they served a stew made from a fattened dog. The visitors, 
unaccustomed to a rare dish of this kind, did not relish 
the meal, even though it was prepared by the chief cooks 
of the tribe. 

The First Visitor Attempts to Carry away an Indian.— 

Verrazano thought it would be a good idea to take one 
of these strange people with him to France. The sailors 
attempted to capture one or more Indians by inviting 
them to the vessels to secure colored trinkets. In doing 
this one of the crew fell overboard. An expert Indian 
swimmer came to his rescue and saved him. In spite of this 
the sailors captured an Indian boy and a young woman 
about twenty years of age. A terrific battle thereupon 
took place between the whites and the Indians. The 
Indian maiden escaped, but the Indian boy was carried 
away a prisoner on one of the vessels. When we read of 
such cruelty can we wonder that the Indians had good 
cause to fear and hate these pale-faced strangers? 

King James Becomes Interested in America.—In 1606 
King James I took an active interest in the reports of 
the discoverers and explorers. Over a century had passed 
since the return of Sebastian Cabot. By virtue of his ex¬ 
plorations the king had claimed the territory from North 
Carolina to Newfoundland. The northern section he 


1 6 AN ELEMENTARY HISTORY OF NEW JERSEY 

gave to the Plymouth Company; the southern, to the 
London Company. 

Henry Hudson Sails.—The Dutch had almost forgotten 
the efforts that they had made in the past to find a north¬ 
west passage to China and the East Indies. This time they 
secured the services of a fearless English sea-captain, Henry 
Hudson, to continue the search for the shorter route. 



The Hale-Moon. ' 


They presented him with the Halve-Maan or Half-Moon , 
a tiny craft, to undertake the western voyage. With a 
crew of sixteen Englishmen and Hollanders, Hudson 
departed April 6, 1609. After a rough voyage he arrived 
off the Newfoundland coast. From this northern land 
his vessel followed the coast southward. Soon he came 
to a narrow strip of land which is now Cape Cod. There 





THE DISCOVERY OF NEW JERSEY 17 

Hudson planted his flag and christened the country “New 
Holland.” 

The Indians Astonished at the Half-Moon.—The Indians 

on Sandy Hook were startled one afternoon in September of 
that year to see a mysterious vessel approaching their 
shores. Hudson came ashore and met the Indians who 
appeared to be quite friendly. The crew traded beads, 



Henry Hudson Trading with the Indians. 


knives, and clothing for tobacco, furs, corn, and grapes. 
The Indians did not realize the value of the costly articles 
they exchanged for trash. 

Hudson Explores the River that Bears His Name.— 

On the eleventh of September Hudson and his crew passed 
through the Narrows and spent about three weeks exploring 
the river that bears his name. At first this noble river had 
several names, viz., Manahatta, the North River, the Rio 
de la, Montagne, the Great River, and the Great North 









18 AN ELEMENTARY HISTORY OF NEW JERSEY 


River. Hudson claimed this territory in the name of Hol¬ 
land and planted the Dutch flag. 

The Unfriendly Indians.—Henry Hudson soon learned 
that the Indian possessed two kinds of disposition—one 
good, the other bad. Occasionally the Indians seemed 
quite friendly; then again they were angry and cruel. 
Perhaps the story of the kidnapping of an Indian boy by 
Verrazano had been told them by the old men of their 
tribe. An unfriendly Indian shot John Coleman, a member 
of the crew, in the throat with an arrow. Before Hudson 
left the Narrows on his return trip, his men, forced to fight, 
killed ten Indians. 

Captain May Comes to New Jersey.—In 1621 the West 
India Company of Holland sent Captain Cornelius Jacobse 
May and a crew to make explorations in the New World. 
He landed at the present site of New York. Believing he 
was the original discoverer, he named the harbor “ Port 
May.” From New York Bay this sea-captain sailed south 
and entered Delaware Bay. On the journey he observed 
two capes which he named Cape Cornelius and Cape May. 
This explorer claimed the southern portion of our state for 
Holland. 


QUESTIONS AND PROJECTS 

1. What does tradition tell us about the first explorers? 

2. Give the name of the first white man to set foot on New Jersey- 
soil. 

3. Imagine that you were with Verrazano when he first met the 
Indians. Describe your experience. 

4. What did the Indians think when they saw the Half-Moon 
creeping into their harbor?' 

5. Account for the names “Hudson County” and “Cape May.” 


THE DISCOVERY OF NEW JERSEY 


19 


6. Thirty-two years passed after the discovery of America before 
New Jersey was located. How do you account for the delay? 

7. Give the events leading up to the first encounter with the 
Indians. 

8. Were the Indians justified in attacking the Europeans? 

9. Why did Verrazano wish to take an Indian captive back to 
France? 

10. Most of you appreciate the scope and usefulness of a scrap¬ 
book or note-book. In this book make notes of what is discussed in 
the class. You may make the book attractive and more instructive 
by inserting any photographs or prints. Portraits, maps, auto¬ 
graphs, facsimiles of important papers, old prints, etc., may be 
obtained from old books, catalogs, magazines, and newspapers. 
In later life this scrapbook will be a pleasant reminder of happy 
school days. 


CHAPTER III 


PIONEERS OF NEW JERSEY 

The Dutch Found Manhattan.—In 1613 the Dutch West 
India Company established a trading post on the island at 
the mouth of the Hudson River that to-day is called Man¬ 
hattan. A colony grew up, and Peter Minuit was sent over 
as the first governor. It became so large that a number 
of Dutch families the following year moved to the west 
bank of the river to what is now New Jersey. 

A Dutch Governor.—The Dutch settlement on Man¬ 
hattan and in New Jersey remained under the commission 
and control of the United Netherlands. In 1629 Wouter 
Van Twiller, a descendant of the Dutch burgomasters in 
Rotterdam, received the appointment as governor. He was 
succeeded nine years later by William Kieft. 

Michael Pauw Establishes a Trading Post.—In 1630 
Michael Pauw of Amsterdam purchased the greater part 
of Hudson County from the Indians and named the tract 
Pavonia. Later Michael Paulusen arrived from Holland 
and established a trading post near Pavonia which he called 
Paulus Hook . As Governor Kieft offended the friendly 
natives of Pavonia, the Dutch asked for a new leader. 

Peter Stuyvesant Becomes Governor.—The Dutch West 
India Company now brought Peter Stuyvesant over to 
become governor of the fast-growing settlements. He was 
not only governor but also acted as a director-general of 


20 


PIONEERS OF NEW JERSEY 


21 


the entire country. From the very beginning he was a 
stern and tyrannical leader. In all transactions he fav¬ 
ored the West India Company. He seemed to make no 
effort to please the settlers. 

The English Take Possession.—In 1664 a fleet of Eng¬ 
lish vessels appeared 
in the harbor. The 
British commander 
sent a note to Gov¬ 
ernor Stuyvesant, in¬ 
forming him that he 
was to relinquish his 
claim to the Dutch 
settlements in favor 
of the Duke of York, 
a brother of the King 
of England. The 
English based their 
claims, (1) on the 
discovery of the New 
World by Sebastian 
Cabot in 1497; (2) 
the explorer Henry 
Hudson was an Eng¬ 
lishman; and (3) Argal, a daring English sea-captain, had. 
forced the Dutch in 1616 to haul down their flag over the 
fort at Amsterdam. 

The English Show Kindness to the Dutch.—The British 
captain allowed the colonists to retain their property. In 
fact, he assured them that they would have even greater 
rights and privileges than they had before enjoyed. The 
settlers were so dissatisfied with the rule of Governor Stuy- 



Peter Stuyvesant. 




22 AN ELEMENTARY HISTORY OF NEW JERSEY 


vesant that they were glad to lower the colors of the Dutch 
and raise the flag of England. 

The “ Patroons.”—In 1629 the Dutch West India Com¬ 
pany decided to induce settlers to come to New Nether¬ 
lands by the offer of a certain number of “ freedoms and 
exemptions.” All those who accepted this opportunity 
were given a certain amount of land to work. Any member 
of this company who agreed to found a colony of fifty adult 
persons within four years was to be regarded as a “ patroon,” 
or feudal chief, in his territory. Permission was given 
these “ patroons ” to extend their land either sixteen miles 
along one side of the river or eight miles on both sides. 
Nothing was said about the depth of the farms. All 
“ patroons ” who accepted this proposition were to have 
full title to the land. Of course arrangements had to be 
made with the Indians regarding their rights, but early 
settlers usually had little or no difficulty in making a bar¬ 
gain with the Lenni Lenape. 

The Beginning of New Jersey History.—The history of 
New Jersey really began with the year 1630, when Michael 
Pauw of Amsterdam purchased most of Hudson County 
from the Indians. Records do not disclose the exact 
amount that the settlers paid them. However, it is believed 
that merchandise and trinkets were given in exchange. 

In the archives there are two deeds—one bearing the date, 
July 12, 1630, and the other, November 22d of the same 
year. These deeds gave to the purchaser all that tract of 
land in Hudson County lying adjacent to the river which 
extended from Communipaw to Weehawken. The latter 
deed mentions the property as follows: 

“ Ahasimus and Aresseck, extending along the river, 
Mauritius and the Island of the Manahatas on the 


PIONEERS OF NEW JERSEY 


23 


east side, and the Island Hoboken Hackingh on the 
north side, surrounded by swamps, which are suffi¬ 
ciently distinct boundaries.” 

In the early days Ahasimus was the name given to that 
portion of Jersey City which lay east of the hill, and was 
divided from Paulus Hulk by a salt marsh. This town was 
later called Paulus Hook. 

A part of this territory was Hoboken. The word was of 
Indian origin and meant “ tobacco-pipe.” The suffix 



Palisades op the Hudson. 


Hackingh was an Indian word meaning land; consequently 
the word Hohoken-Hackingh meant “ land of the tobacco- 
pipe.” The city of Hoboken now stands on this site. 

The First Indian War.—The Indians objected to the 
presence of the white man from his first arrival upon Amer¬ 
ican shores. They believed that these strangers had come 
to occupy their hunting grounds, and to destroy their game. 
Consequently, the settlers realized that they would have 
frequent trouble with the “ red men.” It was not, how¬ 
ever, until February, 1643, after whites and Indians had 




24 AN ELEMENTARY HISTORY OF NEW JERSEY 


lived in harmony for twenty years, that friendly relations 
were broken. At this time about one thousand Indians 
fled from the Mohawks and came to the Dutch for pro¬ 
tection. A severe battle ensued when the savages appeared 
in the Dutch settlements on the banks of the Hudson. A 
number of Indians were massacred by the whites. In 
retaliation the Indians destroyed every house in Pavonia. 
Two months later a treaty was made with the Indians, but 
the war continued for two and one-half years. After the 
treaty was signed the settlers returned to Pavonia and 
rebuilt their homes. 

The Second Indian War.—For ten years there was no 
Indian outbreak, due largely to the splendid efforts of Gov¬ 
ernor Peter Stuyvesant. Some time in the summer of 
1655, however, a young Indian girl attempted to steal 
peaches from a farmer living in Manhattan. The girl was 
killed by a shot from the farmer’s rifle. Immediately the 
Indians held a council of war and attacked the settlers at 
Pavonia. One hundred settlers were killed, more were 
taken prisoners, and three hundred homes destroyed. 
Months passed before the whites were able to make peace 
with the enraged Indians. 

New Amsterdam Becomes New York.—We have read 
that the Dutch relinquished their claims to what is now 
New York City, Jersey City, and Hoboken without the firing 
of a single shot. The formal articles of surrender were 
signed on August 29,1664. For the first time in the history 
of our state the colonists recognized the authority of the 
British crown. In honor of the Duke of York the name 
of New Amsterdam was changed to New York. 

Colonel Richard Nicolls Becomes Governor.—A royal 
army officer, Colonel Richard Nicolls, succeeded Stuyvesant 


PIONEERS OF NEW JERSEY 


25 


as governor of the newly acquired territory. He was well 
educated and a man of considerable military experience. 
Governor Nicolls pursued a policy of justice and fairness. 
Practically every official who served under the Dutch was 
allowed to continue in office. A code, called the Duke’s 
Laws, was introduced. These laws permitted trial by jury 
and equal taxation. The new governor gave to everyone 
permission to worship God as he wished. Since they were 
given so much freedom, people accepted the new govern¬ 
ment without question. 

Lord John Berkeley and Sir George Carteret.—In the 

Stuart court there were two men of power and influence— 
Lord John Berkeley and Sir George Carteret. These gen¬ 
tlemen had won the admiration and friendship of both 
Charles II and James I. When the Duke of York became 
James II, King of England, he found himself too busy to 
attend to his possessions in America. He consequently 
presented to these two faithful friends all that tract of 
land between the Hudson and Delaware Rivers that is now 
known as New Jersey. 

This Region is Named New Jersey.—In 1649 Sir George 
Carteret had successfully defended the Isle of Jersey against 
the forces of Cromwell. The Duke of York was a fugitive 
in a castle on this island. Undoubtedly Carteret had saved 
him from being made a prisoner. The king felt so grate¬ 
ful to Carteret for this service that he caused the new 
colony to be named “ Nova Caesaria ” or New Jersey. 

The Two Noblemen Prepare to Come to New Jersey.— 
When Sir John Berkeley and Sir George Carteret decided 
to visit the land over which they had been given authority, 
they little dreamed of the problems they would have to face. 
In the first place an annual fee of twenty nobles, or about 


26 AN ELEMENTARY HISTORY OF NEW JERSEY 


thirty dollars, was required of them by the King. Further¬ 
more, only a very few immigrants had settled in New 
Jersey—perhaps five small settlements. Also, the wilder¬ 
ness was infested with Indians, who, on numerous occa¬ 
sions, had proved hostile. 

However, Berkeley and Carteret saw a great opportunity 
to colonize New Jersey. Its rich soil, temperate climate, 
and nearness to the seaboard, they believed, would attract 
settlers. In Great Britain there were Puritans, Independ¬ 
ents, Quakers, and Scotch who had expressed a desire 
to live in America. In 1664-65 the owners of New Jersey 
published an article which they called, k ‘ The Concessions 
and Agreements of the Lords Proprietors of the Province 
of Nova Caesarea or New Jersey to and with all and every 
the Adventurers and all such as shall settle or plant there.” 
In order to secure settlers Berkeley and Carteret distrib¬ 
uted copies of this document. 

The First Government.—Without visiting the country 
or communicating with the inhabitants of New Jersey, 
Berkeley and Carteret devised methods of governing the 
colony. A ‘governor, a council of not less than six members 
nor more than twelve, appointed by the proprietors, and an 
assembly of twelve members selected annually by the peo¬ 
ple, comprised the government. The governor and council 
reserved the right to execute the laws and to supervise the 
various courts. To the assembly was given the power to 
create laws, provided they did not interfere with the stat¬ 
utes of England nor the rights and policies of the Lords 
Proprietors. 

Inducements to Settlers.—The proprietors of New Jersey 
offered attractive inducements to Europeans to settle on 
their tract of land. Without reservation they offered one 


PIONEERS OF NEW JERSEY 


27 


hundred fifty acres of land to every freeman who embarked 
with the first governor. The freeman agreed, however, 
to equip himself with “ a good musket, bandiliers, and 
match convenient.” Christian servants and slaves over 
fourteen years of age were to receive seventy-five acres of 
land. Ministers of parishes were promised two hundred 
acres. As soon as the settlers took possession of their land 
they were to receive a deed from the proprietors. 

Arrival of the First Governor.—The first governor of New 
Jersey was Philip Carteret, a relative of Sir George Carteret. 
In April, 1665 he embarked for American shores on the 
vessel Philip. When the new governor arrived in the 
harbor of New York, July 29th, Governor Nicolls was 
surprised to learn of the new policy of James II. He had 
not been informed of the separation of the two colonies. 
Prior to this information Nicolls had granted various 
“ patents ” in New Jersey. 

The Founding of Elizabethtown.—Governor Carteret 
sailed along the New Jersey coast and landed at a point 
which he named Elizabethtown in honor of Lady Elizabeth, 
the wife of Sir George Carteret. Within a few weeks the 
new governor established a permanent settlement at 
this place. The tiny colony of New Jersey welcomed their 
new leader. The governor required the colonists to take 
an oath of allegiance not only to the King but to the Lords 
Proprietors. Within a short time settlers from Bergen, 
Woodbridge, Navesink, Middletown, and the Delaware 
River took the oath. 

An Important Year.—The year 1666 is an important one 
in the history of our state. During this year the governor 
sent a copy of the “ Concessions and Agreements ” to the 
other colonies in America. In New England the members 


28 AN ELEMENTARY HISTORY OF NEW JERSEY 


of the Congregational churches in Milford, New Haven, 
and Guilford read these “ Concessions ” with great interest. 
They appointed a committee to make an investigation of 
the New Jersey Colony. Robert Treat headed the group 
of men who interviewed Governor Carteret with regard to 
founding a colony in New Jersey. 

Robert Treat Locates in Newark.—With their families, 
their beloved pastor, their church records, their deacons, 
and their household goods, these Puritans left New England 
and moved to New Jersey. From Milford, Connecticut, 
they sailed down what is now the Upper Bay, through 
the Kill von Kull into Newark Bay, and thence into the 
Passaic River. Near the present site of Rector Street, 
Newark, the party disembarked on May 17, 1666. 

Newark is Founded.—The little band of pilgrims named 
the settlement Milford after the town in which they had 
lived. They shortly afterwards changed it to “ New 
Works,” and later to “ New Ark.” Soon the people 
spelled the word “ Newark.” The town was called Newark 
in honor of their beloved minister, Reverend Abraham 
Pierson, who had received his orders from Newark-on-the- 
Trent in England. 

Treat Buys Land from the Indians.—From the very 

beginning, the Indians were opposed to the new settle¬ 
ment because they believed the whites would destroy their 
hunting grounds. When Robert Treat learned of their 
attitude, he met them at a solemn conference. He pur¬ 
chased approximately one-half of Essex County from the 
Indians for the following articles, valued at about seven 
hundred dollars: 100 bars of lead, 20 axes, 20 coats, 10 
guns, 20 pistols, 10 kettles, 10 swords, 4 blankets, 10 pair of 
breeches, 50 knives, 20 hoes, and 3 troopers’ coats. 


PIONEERS OF NEW JERSEY 


29 


A Prosperous Town.—Under the able leadership of Cap¬ 
tain Robert Treat the town of Newark prospered. There 
were in the settlement thirty families of whom it was said, 
“of one heart and consent, through God’s blessing with one 
hand they may endeavor the carrying on of spiritual con¬ 
cernments as also civil and town affairs according to God 
and a Godly government.” Through this leader’s wise 
counsel, “ Fundamental Agreements ” were drawn up and 
signed. All freemen in the settlement signed the docu¬ 
ments and religiously followed the governing rules. These 
people believed that the entire population should join the 
church. In fact, they thought that only those who be¬ 
longed to the church should have a voice in the govern¬ 
ment. 

The Schoolmen’s Club Erects a Tablet.—In 1912 the 
Schoolmen’s Club of Newark unveiled a bronze tablet in 
honor of Captain Robert Treat. The marker stands on the 
Kinney Building which is located on the property where 
the early founder of Newark lived. The boys and girls of 
the city provided the money for the tablet in penny con¬ 
tributions. On this memorial one may read: 

ROBERT TREAT 

The Dominant spirit in the settlement of Newark chose this 
site for his home. In recognition of his services “ The Neighbours 
from Milford freely gave way that Captain Robert Treat should 
chuse eight acres for his home lott.” He was town magistrate, the 
first town clerk, one of the two deputies to the Provincial Assembly, 
and in the general affairs of the young settlement’s foundation 
became a trusted leader. In 1672 he returned to Connecticut and 
later won honor on the field of battle in King Philip’s War. He was 
Governor for thirteen years and was one of that dauntless company 
who refused to surrender the Colony’s Charter and concealed it in 


30 AN ELEMENTARY HISTORY OF NEW JERSEY 


the Charter Oak. In a large degree it was his wisdom in counsel 
and forcefulness in administration that made the “ Town on the 
Pesayeck ” the worthy forerunner of the Greater Newark. Erected 
by the Schoolmen’s Club, and assisted by the pupils of the Newark 
Public Schools. Newark Day, November 4, 1912. 

The First New Jersey Assembly.—On May 26, 1668 the 
first New Jersey Assembly met at Elizabethtown to organ¬ 
ize the colony. Citizens came to this assembly from Bergen, 
Elizabethtown, Newark, Shrewsbury, and Middletown. A 
few months later Shrewsbury, and Middletown refused to 
pay their taxes. Since their towns had existed several years 
before the coming of Carteret, they could see no reason for 
being taxed. In 1772 these settlers forced Philip Carteret 
out of office, and in his place, they elected James Carteret, 
a son of Lord Carteret, who proved to be worthless. 

Lord Berkeley Disappointed.—Lord Berkeley became dis¬ 
appointed over the failure of the New Jersey Colony. As 
he was becoming old, he decided to dispose of his share 
of the colony and return to England. In 1673 he found 
two purchasers, John Fenwick and Edward Byllinge, who 
paid the sum of one thousand pounds for this valuable 
land. 

William Penn Becomes the Owner.—These new owners, 
although members of the same Quaker Society, could not 
agree. Consequently they invited William Penn, a Quaker 
leader from Philadelphia, to settle their differences. He did 
this by allowing Fenwick one-tenth of the land and Byl- 
linge nine-tenths. Within the next year William Penn 
secured title to that property which bordered on the Del¬ 
aware River. New Jersey was now divided into two parts— 
East Jersey and West Jersey. The dividing line extended 
from Little Egg Harbor on the Atlantic coast to a point on 


PIONEERS OF NEW JERSEY 


3 i 


the Delaware River near the New York State line. Wil¬ 
liam Penn owned West Jersey, and, when Carteret passed 
away, he and eleven others purchased East Jersey for three 
thousand four hundred pounds. 

Union of the Jerseys.—By 1700 there was much discon¬ 
tent and confusion among the people of both East and West 
Jersey. Carteret’s heirs, the Quakers, and New York all 
claimed the territory. Also, people everywhere objected 
to the payment of “ quit-rents.” As no one longer recog¬ 
nized the Proprietors, they were asked by the royal council 
to transfer to the Crown all rights previously given them. 
On April 17, 1702 New Jersey once more became directly 
subject to the royal authority. 

QUESTIONS AND PROJECTS 

1. Why did the Dutch select Manhattan for a trading post? 

2. Why did the early settlers decide to live in towns? 

3. Dramatize an interview with Wouter Van Twiller. 

4. Account for the importance of the date: 1664. 

5. Give a brief account of the “patroons.” 

6. Describe the real beginning of the history of New Jersey. 

7. Explain the origin of the name “New Jersey/’ 

8. Draw a sketch map of the mouth of the Hudson River. Locate 
on this map the early settlements. Discuss the dangers to the 
colonists from the Indians. 

9. Account for the name of the “ Robert Treat ” School in New¬ 
ark. 

10. What have the school children of Newark done to perpetuate 
the name of the founder of their city? Give arguments for or 
against the idea of erecting memorial tablets in honor of heroes or 
heroines. 


CHAPTER IV 


IN GOOD OLD COLONY DAYS 

Colonial Homes.—On account of the constant danger 
from savages and wild animals the early settlers built 
their houses as near together as possible. Prior to the 
Revolutionary War nearly all the houses in the state 
were made of logs. From the forest these tree trunks 
were roughly squared on the upper and lower sides 
w T ith the axe. In the poorer cabins the floor was made 
by packing the dirt firmly with a heavy stick. Glass 
was unknown to the pioneers. For windows they used 
a piece of paper dipped in tallow which they fastened over 
the rough openings. Every home had a large open fire¬ 
place around which the family gathered for heat, light, and 
cheer. In this large room an entire family would cook, 
eat, and sleep. 

Furniture.—To import furniture from Europe was costly. 
Hence most of the furniture used by the pioneers was home¬ 
made. Although it was rough and crude, it answered the 
purpose for which it was built. Most of the well-to-do 
people brought furniture with them from Europe. Some 
of the old Dutch farm houses that you see to-day along the 
roadside contain a few pieces of colonial furniture. A 
number of these settlers owned old-fashioned whale-oil 
lamps which gave off more odor than light. In many of our 
museums may be found tallow candles that the pioneers 

32 


IN GOOD OLD COLONY DAYS 


33 


used. Above the stone fireplaces stood the pewter dishes; 
on the sides hung the pots and pans that the housewife 
used in preparing the food. 

The tables were made of split logs hewn smooth on the 
upper side with an adz. Holes were bored on each corner 
and the legs inserted. Chairs and stools were made simi¬ 
larly. Beds, built into the corners of the cabin, were 
framed out of straight poles and fitted into cracks. Most 
of the bedding consisted of skins from bear, deer, or wolves. 
Some cabins were provided with coarsely woven cloth that 
the women had made. After the introduction of the loom 
and spinning wheel more desirable bed-clothing was used. 

Food.—Suspended from a rack in the chimney of the 
fireplace were the pots and kettles that the women used in 
cooking. In these vessels delicate dishes of potatoes, corn, 
and meat were prepared for the table. From the Indian 
the whites learned to cook the corn in a great many ways. 
Hominy, corn-meal, and roasting-ears satisfied the most 
hungry member of the family. Then there were squash, 
pumpkin, beans, peas, and turnips which the pioneers ate 
with great relish. From the forest the farmer secured an 
abundance of quail, partridge, and wild turkey; in the 
streams were countless numbers of bass, trout, and salmon 
which were easily caught with hook and line. During this 
early period salt and sugar were very scarce. Like the 
Indians most of the settlers became accustomed to food 
that was not salted; for sugar they boiled down the sap 
from maple trees. 

Clothing.—At first the early settlers wore deerskins that 
had been tanned as soft as cloth. Their smocks or waists 
were large and roomy, resembling the modern hunting-shirts 
worn by hunters. These were made large so that the set- 


34 AN ELEMENTARY HISTORY OF NEW JERSEY 


tier might use them in carrying provisions or game. Others 
wore coarse cotton goods that had been made by some 
member of the family. Later many families used linsey- 
woolsey clothing which was made from both flax and wool. 

The idea of wearing moccasins was borrowed from the 
Lenni Lenape. In the bottom of these they placed dry 
moss, leaves, or other soft material to protect their feet. 
Every settler was his own mechanic, tanner, carpenter, and 
shoemaker. As time went on these pioneers discarded the 
moccasin idea and began wearing home-made shoes that 
the father or an older brother had made. 

In later colonial times the more prosperous imported their 
clothing from England. Broad shoes with polished buckles, 
ruffled shirts, knee-breeches, bright-colored coats, and high 
hats were always in style. The women wore short quilted 
petticoats and jackets of finely woven broadcloth, worsted 
stockings of many colors, and high-heeled leather shoes. 
As there were four nationalities of people in New Jersey— 
English, Dutch, Swedes, and Quakers—styles and fashions 
varied in the colony. 

Amusements.—Although the colonists were a devout 
and religious people, they enjoyed simple sports. To relax 
from their hardships they believed in a certain amount of 
frolic and amusement. These people were noted for hav¬ 
ing what they called “ bees.” Whenever a farmer had a 
heavy task to perform, he would invite his neighbors in 
to a “ bee.” Whether it was paring apples, husking corn, 
threshing grain with a flail, raising a new log house, or 
splitting wood, the men and women of the neighborhood 
came and did their share of the work. 

After the “ bee ” the little band would have some kind 
of entertainment. Many pleasant hours would be spent 


IN GOOD OLD COLONY DAYS 


35 


in dancing the Virginia Reel to the music of the fiddler of 
the town. Both old and young took part in this frolic. 
After the dancing the guests would sit down to a table 
that was spread with all kinds of delicacies—apples, cider, 
pie, bear meat, and venison. 

The pioneers enjoyed horse-racing, cricket, club-ball, 
wrestling, boxing, and shooting. The colonists always 
looked forward to these harmless pastimes with great pleas¬ 
ure. Throughout our state dancing parties, singing schools, 
skating, and sleighing were popular in the winter time. In 
Bergen and Hudson Counties the Dutch people played a 
game called “ bowls.” This was usually played on the 
lawns at taverns or in convenient public places. Perhaps 
you have heard of Bowling Green, New York City. This 
is the place where the young Dutch people met on summer 
nights and played this interesting game. 

The colonists held frequent shooting-matches at which 
prizes were given to the winners. It was their policy to 
insist that the men become skillful marksmen, for they 
believed in being prepared for a sudden attack from 
unfriendly Indians. One day each year was known as 
“ training day.” On this day a military officer came to 
teach the men marching and marksmanship. At the close 
of the day the young men took part in athletic events, such 
as running, jumping, wrestling, and boxing. 

Libraries.—The people of colonial times took great pride 
in adding good books to their libraries. They were not 
ignorant, as a great many people think. In Europe these 
people had attended the best schools and read the best 
books. One great reason for their coming to New Jersey 
was to find a place where their children would have an 
opportunity to receive a moral and a religious education. 


36 AN ELEMENTARY HISTORY OF NEW JERSEY 


At first there were no schools. Usually the minister of the 
parish gave the boys and girls instruction in the common 
branches. Every child was made to feel that he must 
read the books in his father’s library before he could con¬ 
sider himself well educated. Practically every library had 
books which were chiefly of a moral or a religious nature, 
such as the Holy Bible, Milton’s Paradise Lost, Pilgrim’s 
Progress, Homer’s Iliad, Plutarch’s Lives, Saints’ Rest, and 
Shakespeare’s Plays. 

Violators of the Law.—In spite of the supposed high ideals 
of these colonial people, there were crimes. For every vio¬ 
lation of the law the town punished the guilty party. It 
was customary to punish the wrongdoer in a public place. 
“ The town crier,” the officer of the law, went around from 
door to door sounding a large bell. This meant that at a 
certain time an offender would be punished in the public 
square. The larger towns, especially those along the banks 
of the Hudson, kept in plain sight their gallows, whipping¬ 
post, and stocks. These devices were gentle reminders to 
those prone to lead a life of crime. 

Along the Jersey coast pirates lived in great numbers. 
As they concealed themselves in inlets and coves, passing 
vessels frequently fell victims, until a number of these ban¬ 
dits were caught and hanged. Thieves, drunkards, and 
vagrants were sentenced to spend a certain number of hours 
in the market place with their feet and hands in stocks. 
Disorderly persons were usually given a good beating at 
the whipping-post. 

Occupations of the People.—The principal occupation of 
the people of New Jersey was farming. However, there 
was so much trouble with the Indians, according to many 
historians, that fighting occupied a large share of the 


IN GOOD OLD COLONY DAYS 


37 


colonists’ time. Numbers of Jerseymen living along the 
streams or coast obtained their living by fishing. At first 
every home was a manufacturing plant. Here the farmers 
made practically all the manufactured goods they used. 
Every man seemed to be a jack-of-all trades. There were 
few specialists. Raising vegetables, shoeing horses, grind¬ 
ing wheat, making machinery, building cabins, and making 
shoes seemed to be some of the many tasks that the early 
settler had to do. 

The wives, mothers, and daughters took an active part 
in the work about the home. Here they spun and wove, 
cooked, knitted and sewed, grew vegetables in the garden, 
and provided members of the family with the necessary 
food and clothing. In summer time they climbed the 
hills for herbs from which they made simple remedies to 
relieve the suffering of the sick and distressed. These 
heroines, about whom very little has been said in history, 
were the nurses and doctors who were responsible for sav¬ 
ing many lives. 

Great Advances.—The colonial people never dreamed of 
the conveniences that the present day affords. Their 
grist-mills and crude saw-mills were operated by splashing 
water-wheels. Electric or steam power was unknown to 
them. To-day either gas or electricity lights our homes 
and factories. During the colonial days whale-oil lamps or 
tallow candles were used; and these gave very little light. 
The pioneers knew nothing of the aeroplane, newspaper, 
telephone, typewriter, or electric car. To carry a message 
a few hundred miles often required several weeks.. Only 
recently by radio the President of our country was heard by 
people in every state of the Union. If anybody had sug¬ 
gested the aeroplane, subway, or radio to these inhabitants, 


38 AN ELEMENTARY HISTORY OF NEW JERSEY 


they might have put him in the stocks for being “ possessed 
of evil spirits.” 

Slavery.—For centuries it had been the custom of whites 
to hold slaves. Just as soon as settlements were made in 
New Jersey, negroes were brought to our shores. The 
Hollanders on the Hudson and the Swedes on the Delaware 
brought hundreds of colored people from the west coast 
of Africa. New Jersey was the highway between Phila¬ 
delphia and New York. In the transportation of slaves 
between these two cities, a great number of them were left 
in our state. In 1800 there were over twelve thousand 
African slaves owned by various farmers in New Jersey. 

As early as 1696 the Quakers opposed the idea of slavery. 
At one of their meetings at Woodbridge in 1738 it was 
stated that all Quakers refused to hold slaves. They be¬ 
lieved that a human being, regardless of his color, should 
not be forced to work against his will. John Woolman, a 
Quaker minister, traveled throughout the state, urging 
people to give up the practice of holding negroes as slaves. 
This young leader did much to make people think about 
abolishing slavery. In 1804 the legislature passed a law 
freeing every boy, born of slave parents, at twenty-five 
years of age, and every girl at twenty-one. However, 
slavery was not abolished in New Jersey until 1846. 

Runaway Slaves.—Slaves who belonged to cruel and 
heartless masters frequently ran away. Usually they were 
caught, however, and returned to their owners who pun¬ 
ished them severely. In the New Jersey Journal , printed 
Wednesday, February 16, 1780, there appeared an adver¬ 
tisement that is quite interesting: 

“One hundred dollars reward. Run-away from Martin Wyckoff, 
in Reading township, Somerset County, New Jersey, a negro boy 


IN GOOD OLD COLONY DAYS 


39 


named Will, about five feet high, between 15 and 16 years of age. 
Said negro boy left his master’s house under pretense of going to 
Jacob Wyckoff’s, in Mendham, Morris County. He had on when 
he went away, a linsey-woolsey waistcoat, a white flannel ditto, 
flannel shirt, buckskin breeches, good shoes, black stockings, and a 
round hat with yellow binding round the crown. He likewise took 
with him, a red waistcoat and a large brown linsey-woolsey coat.” 

Signed “Martin Wyckoff” 
“Jacob Wyckoff” 

Slaves were Bought and Sold.—It was common for slave¬ 
owners to buy and sell slaves as one would his farm produce 
or cattle. In this same paper for April 5, 1780, there 
appeared the following notice: 

“TO BE SOLD” 

“Two negro men, one about 24 years old, fond of farming, and used 
to it these three years; knows something of gardening, can wash 
and iron and very handy about the house. The other bred to the 
sea, a good cook, can shave, and tend table, or wait on a gentleman. 
Enquire 

“Walter Buchanan” 

“Hanover, March 14, 1780” 

Religion.—People settled New Jersey with the idea that 
they could worship God as they wished. In Europe the 
authorities had regulated to a certain extent their religious 
ideas, but they came to America to enjoy freedom of wor¬ 
ship. Among the first settlers were those who believed 
in keeping the ten commandments, and in practising the 
“ Golden Rule.” 

The early ministers were popular with their congregations 
if they could fight as well as pray, and work in the fields as 
well as preach from the pulpits. Many of these preachers 
were finely educated men, Methodists, Baptists, Presby- 



4 o AN ELEMENTARY HISTORY OF NEW JERSEY 

terians, Catholics, and Quakers. These ministers of the 
gospel took an active part in the development of the 
various settlements. Among the best known were George 
Whitefield and John Woolman. 

George Whitefield.—George Whitefield did much to help 
found the Methodist Church in New Jersey. In England 
he had been associated with John and Charles Wesley, the 


Birthplace of Universalist Church, Ocean County. 

founders of Methodism. At the age of twenty-four years 
this young evangelist sailed for America, arriving in Georgia 
in May, 1838. 

Perhaps you have heard of the first orphan house, the 
“ Bethesda,” which he established. In order to secure 
more funds for this orphanage he returned to England. 
When he landed on our shores the following year, he began 
to preach. He attracted considerable attention through¬ 
out the colonies. In Burlington and New Brunswick he 



IN GOOD OLD COLONY DAYS 


4i 


spoke to thousands who had gathered to hear his 
message. 

Associated with this great reformer was Gilbert Tennent, 
the son of Reverend William Tennent, the founder of the 
famous “ Log College.” The influence of these two 
reformers was felt not only in New Jersey but in the 
other colonies as well. At New Brunswick they estab¬ 
lished a religious school from 
which many went abroad to 
preach the gospel. 

John Woolman. — From 
his parents John Woolman 
inherited a strong desire to 
become a Quaker. From 
his Journal we learn that he 
was a bookkeeper and clerk 
in a store at Mount Holly. 

According to the Quaker 
belief all members had to 
learn a trade. Consequently 
he became a tailor. At night 
he opened a school for poor 
and neglected children. From one of his remarks it is 
obvious that he loved and admired children: “ It is a 
lovely sight to behold innocent children, and to labor for 
their help against that which would mar the beauty of 
their minds is a debt we owe them.” 

John Woolman entered the Society of Friends as a 
teacher and a preacher at the youthful age of twenty-three 
years. Throughout both East and West Jersey this Quaker 
minister preached to thousands of people; nor did he neglect 
the Lenni Lenape who lived in the frontier settlements. 



George Whitefield. 




42 AN ELEMENTARY HISTORY OF NEW JERSEY 


Not only did he preach the ideals of the Society, but he 
lived up to these high standards of morality and life. 

In those days there were few opportunities for a man of 
John Woolman’s ability to learn the art of writing. How¬ 
ever, he very soon became a skillful writer. Most of his 
articles discussed needed reforms of the times. Slavery, 
drunkenness, and thrift were his principal topics. John 
Woolman exerted a great influence for good upon all who 
heard him or read his excellent writings. All New Jersey 
loved him because he “ practised what he preached.” 

In a lonely churchyard near the ancient city of York, 
England, stands an old tombstone less than three feet 
high. On the face of the weather-beaten slab one may read 
the following inscription, somewhat darkened by age: 

Near this place 
JOHN WOOLMAN 
of Mount Holly- 
New Jersey, North America, 

Died 7th of Tenth Month 1772 
Aged 52 years 


QUESTIONS AND PROJECTS 

1. Secure a print of an old colonial home for your scrapbook. 
Describe a visit to this home. 

2. What were the principal articles of food used by the early 
settlers ? 

3. Give a three-minute talk before the class on the subject, 
“Athletic sports among the boys of the colonial period.” 

4. Account for the rapid growth of New Jersey. 

5. The early inhabitants believed in the “Fatherhood of God and ' 
the Brotherhood of Man.” Why was it necessary for them to pass 
certain laws? Explain. 


IN GOOD OLD COLONY DAYS 


43 


6. Assume that you lived during the colonial period. Write a 
letter to a friend, describing a position that you hold. 

7. Contrast the inconveniences of the early days with the con¬ 
veniences of the present. 

8. What can you say about slavery in New Jersey? 

9. Give a character sketch of John Woolman. 

10. Write a short composition upon the life and work of George 
Whitefield. 


CHAPTER V 


THE FAMOUS NEW JERSEY “TEA PARTY” 

Greenwich.—To a spot in South Jersey where stately 
trees rustle and whisper to the quiet streams came years 
ago an adventurous youth named John Fenwick. He 
called the region Cohanzick. The river which winds its 
way through the rich farm lands of that vicinity became 
known as Cohansey River. 

Reports of vast fields of young grain and verdant 
meadows soon reached the ears of other colonists. It was 
not long before people from across the seas and from New 
England settled in this region. Some of these settlers came 
from Greenwich, Connecticut. To make this town seem 
more home-like they decided to change the name of Cohan¬ 
zick to Greenwich. Because energy, thrift, and economy 
were their principal characteristics, the little village soon 
prospered. 

British Oppression.—Early in 1774 these farmers began 
to protest against the unjust and tyrannical methods of 
the British Parliament. Throughout the colony people 
objected to the various taxes which the King of England 
imposed. They also denounced the methods and policies 
of the representatives of the British Government. 

The citizens of Greenwich were filled with delight at the 
news of the Boston Tea Party. You will remember how the 
people of Boston objected to the tax on tea; how, after a 

44 


THE FAMOUS NEW JERSEY “ TEA PARTY 


45 


meeting at the Old South Meeting House, a small band of 
patriotic citizens disguised themselves as Indians, boarded 
the vessels in the harbor, and emptied the chests of tea 
into the water. 

Arrival of the Greyhound.—On December 12, 1774, the 
Greyhound , an English ship, sailed quietly into Delaware 
Bay. When Captain Allen learned that the people of 
Philadelphia were opposed to the British tax, he decided 
that it would be better to enter the Cohansey River. At 
Greenwich he expected to find the inhabitants loyal British 
subjects. Captain Allen planned to unload his cargo at 
Greenwich, then to transport the tea by wagon at night to 
Philadelphia. 

Full of indignation the farmers gazed upon the British 
vessel riding at anchor. Captain Allen came ashore and 
made arrangements with Daniel Bowen to store the cargo 
of tea in his house on Market Square. He met with 
such a cool reception, however, that he decided to unload 
the tea under cover of darkness. 

The “ Tea Party.”—News of the arrival of the ship in 
the river spread very rapidly. Shortly afterward men 
and boys from Fairfield, Bridgeton, and other nearby towns 
met secretly near Shiloh at the home of Richard and Lewis 
Howell. The little band then hurried to the Fithian 
homestead where they met another group. The leaders 
now presented their scheme. These men, like the patriotic 
Bostonians, were to disguise themselves as Indians. When 
the band of warriors soon afterward appeared on the 
streets, wearing feathered hats and carrying tomahawks in 
their hands, many townspeople thought that Indians from 
the forests had descended upon them. 

News of the raiding party spread like wildfire through the 


46 AN ELEMENTARY HISTORY OF NEW JERSEY 


village as the disguised farmers hastened in the darkness to 
Daniel Bowen’s house. Shrill and loud were the war- 
whoops as the raiders entered. Up from the cellar and 
across the street the chests of tea were carried. Soon the 
crowd observed a tiny red spark wavering in the breeze. 
Within a few minutes a huge bonfire of burning tea illu¬ 
minated the scene for miles around. 



Commemoration of the Tea-burning. 


“ Tea Stacks.”—It is related that while the youth of 
the surrounding country danced and sang before the 
burning embers, one of the company’s taste for tea got the 
better of him. Henry Stacks decided that he would save 
as much of this precious tea as he could. Tying his 
trousers closely about his ankles, he quickly began to fill 
up the legs of his trousers with tea. Before long some 
boys noticed that Henry was growing fatter and fatter. 
Even the muscles of his arms became stouter and stouter. 
When some of these curious boys crept up and punctured 




THE FAMOUS NEW JERSEY <( TEA PARTY 


47 


his clothing, several pounds of the tea came falling out. 
The patriots were not severe with Henry Stacks for steal¬ 
ing the tea. However, he did not escape punishment, for 
he was promptly nicknamed Henry “Tea Stacks,”—a name 
which clung to him for the rest of his life. 

The Greenwich Monument.—Who were these bold men 
who, disguised as savages, dared to burn good British tea? 
The Tories of Greenwich and the British crew made every 
effort to find out but without success. It is now known 
that the participants were young men of high character, 
refinement, and education who considered it their duty to 
oppose Great Britain in her effort to extort money from 
them unlawfully. This incident not only banded the 
people more closely together, but it revealed to England 
the character of her American colonists. 

In honor of the New Jersey “ Tea Party ” the people of 
our state have unveiled a handsome granite memorial 
shaft in Greenwich. The monument stands fourteen feet 
high, and is ornamented with Corinthian columns.. Carved 
on the sides are the names of the “ Tea-Burners.” The 
front contains in bronze a picture describing the scene of the 
burning of the tea. Underneath the bronze tablet one may 
read the following inscription: 

IN HONOR OF THE 

PATRIOTS OF CUMBERLAND CO., N. J. 

WHO, ON THE EVE OF 
DEC. 22, 1774 
BURNED BRITISH TEA 
NEAR THIS SITE. 

In accepting the monument for the people, Governor 
Fort of our State remarked: 


48 AN ELEMENTARY HISTORY OF NEW JERSEY 


“ We want similar memorials in our state where 
events justify their erection. They are object lessons 
more valuable than study and books. The object 
lesson remains through life.” 

QUESTIONS AND PROJECTS 

1. Let some member of your class look up the history of the 
“ Tea Tax.” 

2. Why did the colonists object to the payment of the tax on tea? 

3. Read the story of the “ Boston Tea Party.” In what ways 
was it similar to the New Jersey “ party”? 

4. Why did the Greyhound drop anchor in the Cohansey River? 

5. Dramatize a meeting of these patriots at the home of Richard 
and Lewis Howell. 

6. Suppose that you had participated in this tea party. The 
next day one of your parents reprimands you for taking part. Give 
arguments justifying your conduct. 

7. Describe the scene at the “ fire.” 

8. Do you think Henry Stacks was punished sufficiently? How 
would you have punished this offender? 

9. What did the “ New Jersey Tea Party ” teach England? 


CHAPTER VI 


ALEXANDER HAMILTON IN NEW JERSEY 

Our Debt to Great Men.—We should never forget the 
services that our great men have rendered. We enjoy 
many privileges that have been made possible by the men 
who thought and planned for us. Alexander Hamilton 
was one of the founders of our government. He was as 
effective with his voice and pen as with his rifle. His 
efforts aided the Americans to escape the tyranny of 
King George. 

Hamilton’s Early Life.—Alexander Hamilton was born 
January n, 1757 on the island of Nevis in the West Indies. 
His father came of Scotch ancestry but his mother was 
born of French parents. During the early years of his life 
he did not attend school regularly. However, he was a 
great reader, and enjoyed studying the best authors during 
his spare moments. At the age of twelve we find him acting 
as clerk in one of the counting-houses. He did this work 
so accurately that he received the praise of his employer. 

He Enters Grammar School in Elizabethtown.—About 
this time a hurricane swept over the Indies and destroyed 
many lives and considerable property. Young Hamilton 
wrote an interesting account of the terrific storm. This 
story made such an impression that his friends urged him 
to attend school, as they realized that he possessed the 
ability to write. At the age of fifteen years he came to 

49 


So AN ELEMENTARY HISTORY OF NEW JERSEY 



America to secure an education and soon afterward 
entered school at Elizabethtown. His teachers quickly 
observed that he was a thorough student, an accurate 
worker, and a dependable boy. His principal marveled 
at his ability to recite history and to write English compo¬ 
sitions. 

Hamilton Enters King’s College.—At Elizabethtown 
Grammar School this young man from the West Indies 

made exceptional 
progress. In one year 
he completed the re¬ 
quirements necessary 
for college entrance. 
From the very be¬ 
ginning of his studies 
he had expressed a 
desire to enter Prince¬ 
ton University. He, 
therefore, applied for 
admission to this col¬ 
lege. The president 
refused to admit him, 
however, because 
Hamilton asked per¬ 
mission to take addi- 
. TT tional courses. The 

Alexander Hamilton. 

young student be¬ 
lieved it unwise to spend seyeral years in college when he 
could do the work in less time. Hamilton thereupon 
entered King’s College, New York, now known as Columbia 
University. The faculty allowed him to take extra courses 
upon condition that he secure the services of a tutor. 







ALEXANDER HAMILTON IN NEW JERSEY 51 


The professors immediately recognized young Hamilton's 
ability. Not satisfied with mastering his assignments, he 
desired additional work. After college hours he frequently 
spent much time in the library. Some of his own poems 
and compositions were read before the students and faculty. 
Everyone in the college predicted a brilliant future for 
this young student. 

Hamilton’s Attitude at the Opening of Hostilities.—On 

the horizon, however, hung black clouds of war. The 
colonists had expressed such open opposition to the 
British Government that the situation had become serious. 
As Hamilton was born in a British possession, his first 
impulse was to remain loyal to the King. But further 
thought convinced him that England’s attitude toward her 
American colonies was unjust. 

Hamilton Comes to the Defense of the Colonies.—On 
several occasions in New York soldiers from British ships 
had treated the inhabitants shamefully. The Tories, or 
those who sympathized with the British King, were un¬ 
friendly to the peace-loving colonists. A number of New 
Yorkers organized a society called the “ Sons of Liberty.” 
Hamilton attended one of their meetings. Within his soul 
burned a sudden desire to assist the cause. At once he 
sprang to the platform, denounced the British crown, and 
urged the colonists to resist the unjust and tyrannical 
policies of King George. 

Hamilton Commands a Company of Artillery.—This 
impromptu address made a deep impression upon the large 
audience. The colonists at once recognized his ability. 
Hamilton now wrote numerous pamphlets which were 
distributed among the people. His fame as an orator, 
writer, and defender of the rights of the colonists quickly 


52 


AN ELEMENTARY HISTORY OF NEW JERSEY 


spread throughout the country. Before he reached the 
age of twenty he received an appointment as commander 
of a company of artillery. In this position he made such 
an excellent record that Washington appointed him an 
aide on his personal staff. It has been said that the 
“ pen is mightier than the sword.” The commander-in¬ 
chief of the army believed this, for he used Hamilton’s lit¬ 
erary talents throughout the war. 

Hamilton in New Jersey.—One day Hamilton visited 
the falls of the Passaic River which are located in the 
present city of Paterson. To a friend he expressed his 
opinion that the falls could be used to operate mills. 
He soon secured permission from the Legislature to use 
the water for power. In 1792 the first mill was opened 
for the purpose of spinning yarn. This was the beginning 
of the city of Paterson, named in honor of Governor Wil¬ 
liam Paterson. 

Hamilton First Secretary of the Treasury.—When 

Cornwallis surrendered at York town, the colonial soldiers 
returned home penniless. There was no money in the 
treasury to meet the obligations of the government. A 
mint, a system of banking, and a financial leader were 
greatly needed. The only coins in existence were a few 
coins brought over from Europe. Each colony had its 
own currency system, but their paper money was worth¬ 
less in many of the other colonies. The greatest need of 
the hour was for a man who could organize the currency 
and establish banking. In Alexander Hamilton President 
Washington recognized one who could organize a stable 
monetary system. Hamilton was a young man only 
thirty-two years old when he became the fir$t Treasurer of 
the United States. Through his efforts a sound currency 


ALEXANDER HAMILTON IN NEW JERSEY 53 


was established. The nation to-day is greatly indebted to 
this financial genius who founded our first currency and 
banking systems. 

The Famous Duel.—With Washington, Jefferson, and 
Franklin, Alexander Hamilton ranked as one of the four 
greatest Americans. People loved him greatly and admired 
him for the many things he had done for the nation. How 
often it happens that popular and influential men develop 
enemies. This was true of Alexander Hamilton. When 
Aaron Burr, the son of the president of Princeton Uni¬ 
versity, failed to become governor of New York, he laid 
his defeat largely to Hamilton’s opposition and challenged 
him to a duel. Early one morning in July, 1804, the two 
principals met at a high spot on the palisades of 
Weehawken. Hamilton fell mortally wounded at the 
hands of Burr and died the following day. Thus came to 
an end the life of a scholar, soldier, statesman, and patriot 
who had served his country faithfully and efficiently. 

Memorials.—In Weehawken, on the west bank of the 
Hudson, stands a rock enclosed by an iron fence which 
marks the site of the duel. Above this historic spot float 
the Stars and Stripes. Across the river in Trinity church¬ 
yard lies the body of the famous American. On his 
tombstone one may read, “ his talents and virtues will be 
admired by grateful posterity long after this marble shall 
have moldered into dust.” 


QUESTIONS AND PROJECTS 

1. For what are we indebted to this great leader? 

2. Write a short composition upon Alexander Hamilton’s early 
life. 


54 AN ELEMENTARY HISTORY OF NEW JERSEY 


3. Imagine that you attended school with Alexander Hamilton at 
Elizabethtown. Tell about the ability of the young student. 

4. Why did Alexander Hamilton decide to enroll at King’s Col¬ 
lege instead of at the College of New Jersey? 

5. How did this hero happen to become an American patriot? 

6. Let one of the members of your class make a report on the 
society called, “ The Sons of Liberty.” 

7. Give an account of the services that Alexander Hamilton ren¬ 
dered to General Washington. 

8. State our indebtedness to Hamilton for founding our first 
currency and banking systems. 

9. Prove that this great leader used good judgment in establish¬ 
ing the city of Paterson near the Falls of the Passaic River. 

10. Most of you have read the inscription on the tablet that marks 
the exact spot of the fatal duel. What should this inscription mean 
to you? 


CHAPTER VII 


GEORGE WASHINGTON IN NEW JERSEY 

His First Appearance.—Immediately after his appoint¬ 
ment by Congress as commander-in-chief of the American 
army, Washington set out to take charge of the forces near 
Boston. On June 23, 1775, he left Philadelphia with a 
military escort consisting of Generals Lee and Schuyler, 
Thomas Mifflin, and Joseph Reed. As this party ap¬ 
proached Trenton on horseback, a courier from Cam¬ 
bridge, Massachusetts, informed them of the Battle of 
Bunker Hill at which the Americans had been defeated. 
Alarmed at this information, Washington hurried to Newark 
to meet a committee of the Provincial Congress. On the 
following day this committee conducted Washington to 
Hoboken, where the party crossed the Hudson to New 
York City. On his way to Cambridge Washington passed 
through Kingsbridge, New Haven, Wethersfield, Spring- 
field, and Watertown. 

The Battle of Long Island.—At Cambridge Washington 
learned that the British expected to capture New York 
City. If the British took this city, their army would not 
only separate New England from the Southern States but 
would prevent the Americans from attacking Canada by 
way of the Hudson River. The American leader rushed 
his army of ten thousand men southward in an endeavor 
to keep the British from carrying out their plans. Lord 

55 


56 AN ELEMENTARY HISTORY OF NEW JERSEY 


Howe, the British general, met Washington on August 27, 
1776. Outnumbered by two to one, Washington retreated 
across the East River under the cover of a dense fog. His 
army occupied the northern part of New York City. 

Washington Forced to Move Quickly.—An undecisive 
battle was fought at White Plains. Later Fort Washington 
fell into the hands of the British. Thinking that the Brit¬ 
ish would now turn their at¬ 
tention to New Jersey, Wash¬ 
ington considered it wise to 
leave New York. He and his 
army crossed the Hudson 
River at King’s Ferry and 
proceeded to Hackensack, 
establishing his headquarters 
in the home of Peter Zabris- 
kie. At Fort Lee, General 
Greene, Washington’s able 
subordinate, had stationed 
three thousand soldiers. 

Little Polly WyckofL—You have probably never heard 
anyone speak of a little girl who was surprised one morn¬ 
ing to see Bogert’s fields covered with British redcoats. 
Undoubtedly Polly Wyckoff was the first person in New 
Jersey to see the British army. During the preceding 
night, which had been very stormy, Lord Cornwallis, second 
in command of His Majesty’s forces, had crossed the Hud¬ 
son River, landing at Closter dock, about seven miles north 
of Fort Lee, with six thousand Hessian troops. 

After telling her mother about the strange warriors with 
red coats, crossed with black leather belts, and light trousers, 
Polly rushed out of the house to tell her friends. When 



Fort Lee Monument. 




GEORGE WASHINGTON IN NEW JERSEY 


57 


General Greene at Fort Lee heard about this invasion, he 
beat a hasty retreat to Hackensack to join Washington’s 
forces. Cornwallis’ troops tried to overtake the Americans 
before they could cross the Hackensack River, but when 
the redcoat leader reached Hackensack he found the place 
deserted. 

In the New York Public Library there is an old drawing 
which tradition says was made by Lord Rawdon, an officer 
who accompanied Cornwallis. The picture shows the troops 
disembarking and climbing over the steep and rugged Pal¬ 
isades. At the Alpine ferry landing one may see an old 
structure. Over the door the Interstate Commerce Com¬ 
mission has placed a sign which reads—“ Cornwallis’ 
Headquarters.” It is believed that Cornwallis spent the 
night here. A number of old houses are still standing 
which sheltered British troops during their short stay in 
Closter and Demarest. 

A Serious Situation.—Things now looked very black for 
the Americans. Their troops in camp needed food and 
clothing. Even their military equipment was very poor. 
Washington’s army had become smaller because of deser¬ 
tion. He had also lost several thousand troops in his last 
encounter with the British on Long Island. His officers 
believed they would be captured by the redcoats within 
a few days. Washington seemed to be the only one who 
still hoped for success. 

The Famous Retreat is Begun.—One morning shortly 
after Cornwallis’ failure to overtake General Greene, Wash¬ 
ington’s sentinels, stationed on the Hackensack River near 
the site of the Court House, noticed in the gray distance a 
field of red. Thousands of bayonets glistened in the sun¬ 
shine. It was hopeless for the American leader to try to 


58 AN ELEMENTARY HISTORY OF NEW JERSEY 



A Modern Way to Climb the Palisades. 





GEORGE WASHINGTON IN NEW JERSEY 


59 


check the advance of Cornwallis’ army. Caught in the 
valley between the Passaic and Hackensack Rivers, Wash¬ 
ington had only one avenue of escape. 

The American general had to think and act quickly. At 
two o’clock on the afternoon of November 21, 1776, Wash¬ 
ington left Hackensack, and began his famous retreat 
across our state. His army passed through Hasbrouck 
Heights, Lodi, Wallington, and crossed the Passaic River at 
Gregory Avenue. That night Washington slept at the 
Blanchard Tavern, while his troops were quartered in the 
churchyard of the First Reformed Church of Passaic. 

A Critical Moment. —Cornwallis’ troops seemed to be 
more interested in plundering, looting, and gambling than 
in trying to capture the retreating Americans. If the red¬ 
coats had been alert, they could have captured the Conti¬ 
nental army in Bergen County. This was indeed a critical 
moment for Washington’s army. At times the King’s 
veterans were so close that the fleeing Americans could hear 
their voices. 

John Post Saves the Day. —John H. Post, who lived in a 
house where Lee’s Hotel, Lakeview, now stands, rendered 
valuable service. Upon the approach of the enemy, he 
quickly burned the county bridge and destroyed his own 
little ferry which he had used to transport some of the 
American troops across the Passaic. Post’s timely act 
delayed the British army for three days. It also gave 
Washington an opportunity to reach Newark in safety. 

Washington Continues to Retreat.— On November 29th 
Washington reached New Brunswick, where he remained 
until December 1st. Cornwallis was closely pursuing him, 
however. No sooner had Washington left his camping 
ground, where Rutgers College is now located, than General 


6o AN ELEMENTARY HISTORY OF NEW JERSEY 


Howe and General Cornwallis joined forces. These two 
British officers agreed that they should pursue the defeated 
American until they either captured his army or took the 
city of Philadelphia. They believed that the loss of Phila¬ 
delphia would practically force the colonies to surrender. 

The Retreat Comes to an End.—Washington’s discour¬ 
aged army hurried through Princeton and Lawrenceville, 

and on to Trenton. Under 
the cover of darkness the 
Americans seized all the boats 
on the east side of the Dela¬ 
ware River and by morning 
had reached the Pennsylva¬ 
nia side. Lord Howe ordered 
Cornwallis to remain at New 
Brunswick while he pursued 
Washington. At Coryell’s 
Ferry, which is now Lam- 
bertville, Howe was surprised 
to see the Americans on the 
other side of the river in pos¬ 
session of all the boats. 

Washington’s Courage in Defeat.—Never during the 
period of the war did the commander-in-chief’s unfailing 
courage become more apparent. The British had driven 
his weakened army across the state. General Lee’s regi¬ 
ments had been forced to surrender at Vealtown, now Ber- 
nardsville. News had been received of Lord Howe’s inten¬ 
tion to capture Philadelphia. Congress had removed to 
Baltimore, bitterly accusing General Washington of unwill¬ 
ingness to cooperate. The American army was pitifully 
small and in desperate need of money, food, clothing, 



Douglass House. 





GEORGE WASHINGTON IN NEW JERSEY 61 


and medical attention. Almost any other man would 
have given up what seemed a hopeless struggle. 

The Battle of Trenton.—Early in December General 
Washington made his headquarters in the little village of 
Morrisville. He later moved to Newtown, occupying a farm 
house owned by William Keith. His entire army numbered 
less than ten thousand soldiers; and fully five thousand 
were ill or away on furlough. 

Reports of the movements of the British were brought in 
by spies. It was learned that Lord Howe had distributed 
his troops among the towns of Bordentown, Trenton, New 
Brunswick, and Princeton. Cornwallis believed the war 
was over, and made arrangements to return to his family in 
England. Lord Howe believed the same and retired to 
New York to live in comfort during the cold months. 
Washington’s retreat across New Jersey had convinced 
both of them that the Americans’ cause was doomed. 

Washington saw his opportunity. He ordered a meeting 
of the Council of War on Christmas eve. It was decided 
to strike a fatal blow at the British on the following day. 
A point nine miles up the river, known to-day as Wash¬ 
ington’s Crossing,” was selected. There all the available 
boats were brought to transport the troops across the river. 
In the cold icy water floated huge and jagged cakes of ice; 
above raged a terrific snowstorm. The crossing was made 
as silently as possible. 

From this point two snow-covered roads led into Tren¬ 
ton. General Sullivan took the river road; Washington led 
another body of troops over the inland road. At precisely 
the same moment the two columns opened fire on the Hes¬ 
sians under Colonel Rahl. General Washington stationed 
himself near the present site of the Battle Monument. 



62 AN ELEMENTARY HISTORY OF NEW JERSEY 

After two hours of fighting, the hired Hessians sur¬ 
rendered. 

Colonel Rahl fell from his horse mortally wounded as he 
shouted, “ All who are my grenadiers, forward!’’ Soldiers 
carried him into the Methodist Church at the corner of 
Broad and Academy Streets. The next day General Wash¬ 
ington called on him to express sympathy for his suffering. 


Washington’s Crossing. 

Before Colonel Rahl passed away, he received Washington’s 
assurance that his men would be treated with kindness and 
courtesy. The defeated Hessian leader was buried in the 
Presbyterian churchyard at Trenton. 

The Battle of Princeton.—News of the Battle of Trenton 
caused Cornwallis to postpone his European trip. He im¬ 
mediately rushed to New Jersey to take command of his 
troops. He had so much confidence in his veterans that 






GEORGE WASHINGTON IN NEW JERSEY 63 


he believed he would now “ bag his game.” If he could 
succeed in capturing Washington, American hope for inde¬ 
pendence would be shattered. 

On January 2, 1777 there was a skirmish between the 
armies at Assanpink, near Lawrenceville. During the long, 
cold night British outposts observed the American sentinels 
across the frozen stream. When 
Cornwallis saw the flickering 
campfires, soldiers digging 
trenches, and guards on patrol 
duty, he felt sure of his prize. 

Imagine his surprise upon 
awakening the next morning to 
hear the booming of cannon in 
the distance. The “ sly fox ” 
had fooled him again! During 
the night General Washington 
had marched to the vicinity of 
Princeton and was now attack¬ 
ing troops which Cornwallis 
had stationed there. Cornwallis 
rushed his troops to Princeton, 
but he was too late to render 
aid. The Americans had won 
another victory. Some of the 
British troops retired to Princeton, where they had been 
occupying Nassau Hall, but the Americans soon drove 
them from the town. The others fled in great disorder 
across the Millstone in the direction of New Brunswick. 

In the Battle of Trenton the Continentals did not lose a 
man; but in this battle their losses were quite heavy. A 
number of important officers were slain on the battlefield. 



Trenton Battle Monument. 





64 AN ELEMENTARY HISTORY OF NEW JERSEY 



Nassau Hall, Princeton University. 







GEORGE WASHINGTON IN NEW JERSEY 65 


Among them were General Hugh Mercer, Captain William 
Shippen, Colonel John Hazlet, Captain Daniel Neil, Cap¬ 
tain John Flemming, Ensign Anthony Morris, and Lieu¬ 
tenant Bartholomew Yates. General Mercer’s death was 
a great loss to General Washington for they had become 
close friends during the French and Indian War. 

News of the victories at Trenton and Princeton spread 
quickly. Hope now took the place of despair. The colo¬ 
nists had every confidence in General Washington. People 
now offered to lend money to the army. The Continentals 
began to feel that their cause would triumph in the end, for 
within two months General Washington had changed defeat 
into victory. The British had been driven from West Jer¬ 
sey toward the seaboard. Only New Brunswick and a few 
places near Amboy remained in the possession of King 
George. Washington decided to retire to Morristown for 
the rest of the winter. 

The American Army at Morristown.—General Washing¬ 
ton made his headquarters in a tavern in Morristown that 
was owned and occupied by Colonel Jacob Arnold. The 
old house stood near the present public square. The com- 
mander-in-chief had selected Morristown after careful 
thought, for the highlands about the town would give his 
army protection against sudden attack. The enemy, on 
the other hand, were shut in on a small strip of land between 
New Brunswick and Perth Amboy. Washington also 
learned that their supplies were giving out. 

A Hard Winter.—This winter was marked by disease, 
lack of food and clothing, and poor discipline. At one time 
an epidemic of smallpox broke out in one of the camps. 
Even General Washington became ill. During this winter 
few military engagements took place. There were, how- 


66 AN ELEMENTARY HISTORY OF NEW JERSEY 


ever, skirmishes at Bound Brook, Middlebrook, Rah¬ 
way, and Elizabethtown. After the general recovered his 
strength he gave serious study to military science, compar¬ 
ing his tactics with those of the best European military 
leaders. He also gave considerable attention to drilling 
his troops and improving their condition. 

QUESTIONS AND PROJECTS 

1. Describe General Washington’s entry into New Jersey. Do 
you think he was discouraged when he received news of the defeat 
of the Continentals at Bunker Hill? 

2. Name the events leading up to General Washington’s encamp¬ 
ment at Hackensack. 

3. Imagine that you were with Polly Wyckoff when she saw the 
“ red field.” Describe the scene. 

4. When General Washington’s sentinels saw the redcoats coming 
across the meadows, the commander-in-chief decided to flee rather 
than to fight Lord Howe. Did he use good judgment? Explain. 

5. Describe the famous retreat across New Jersey. 

6. What valuable service did John H. Post render? 

7. Why was the Battle of Trenton called the “ turning point of 
the Revolution ”? 

9. It is said that not an American lost his life in this battle. Do 
you know of any other battle like it in this respect? 

10. Write a brief composition on the topic, “ Why Cornwallis 
called Washington an ‘ old fox.’ ” 


CHAPTER VIII 


JOHN HONEYMAN’S PART IN THE REVOLUTIONARY WAR 

His Experiences in Canada.—In 1758 the English frigate 
Boyrie crossed the Atlantic Ocean and docked somewhere 
in the waters of the St. Lawrence River. On board this 
vessel were General Abercrombie, an officer in the British 
army, Colonel Wolfe, who later became general, and John 
Honeyman, an Irishman whose ancestors were mainly 
Scotch. 

An Incident on Board Ship.—It is said that young 
Honeyman was a good looking, wide-awake young man of 
athletic build. He was making this voyage as a conscript, 
for he had been forced by the crown to enter the British 
army against his will. One day when the vessel ran into a 
severe storm Colonel Wolfe, unaccustomed to the rolling 
and tossing of the boat, lost his footing and plunged down 
the stairway. The British officer was saved from a severe 
injury by Honeyman’s quick action. 

Colonel Wolfed Gratitude.—Colonel Wolfe was grateful 
to young Honeyman. He made a note of his name, 
assuring him that he would never forget this incident. It 
was not long before Wolfe distinguished himself in the 
capturing of Louisburg. For his bravery he was made a 
general. He shortly sent for Honeyman, and appointed 
him one of his bodyguards. 

Honeyman Honorably Discharged from the Army.— 

The British now made extensive plans to capture Quebec. 

67 


68 AN ELEMENTARY HISTORY OF NEW JERSEY 


General Wolfe determined to make a surprise attack by 
climbing the heights upon which the city was situated. 
Upon reaching the other side of the river, Honeyman ac¬ 
companied his commander up the heights. When General 
Wolfe was killed, it was John Honeyman who carried his 
commander from the field of action. Later Honeyman 
received his honorable discharge from the army. When he 



Honeyman’s Home at Griggstown. 


left Canada, he carried with him letters of recommendation 
from General Wolfe and others which paved the way for a 
greater service. 

He Settles in New Jersey.—After his discharge from the 
British army, John Honeyman decided to remain in Amer¬ 
ica. A few years later he found himself in Philadelphia, 
where he made the acquaintance of General Washington. 
After a short stay in the Quaker City, Honeyman married 
and took his wife to Griggstown, Somerset County. 





HONEYMAN’S PART IN REVOLUTIONARY WAR 69 

Honeyman Meets Washington Secretly at Fort Lee.— 

Not much is known of the secret meeting of General 
Washington and John Honeyman at Fort Lee. Honeyman 
had then been in this country long enough to be in thor¬ 
ough sympathy with the colonies. Consequently, when 
war broke out, he wanted to serve their cause. When the 
commander-in-chief saw the personal letters from General 
Wolfe and his honorable discharge, he felt that he had 
found a man in whom he could place the greatest confidence. 
As a result of this conference John Honeyman agreed to act 
as a spy for the American army. 

Secret Plans.—As Tories were numerous, it was easy 
for Honeyman, a former British soldier, to pass as a Tory. 
Then, too, in his native country he had been a butcher. 
It was agreed, therefore, to have Honeyman leave his 
family as a Tory and enter the British army as a butcher. 
In the army he was to buy cattle from the farmers and 
drive them into the British lines. In this way he would 
have an excellent opportunity to obtain definite informa¬ 
tion relative to the British troops. 

Methods for Communication with General Washing¬ 
ton.—Honeyman agreed to stay with the British until he 
had important information for General Washington. This 
was their plan. As soon as the general learned that 
Honeyman had joined the British, he was to offer a reward 
for the “ notorious Tory,” provided he was brought unhurt 
to headquarters. Then the spy would “accidentally” 
wander out of the British lines in search of cattle in 
x order to be taken prisoner by the American sentinels. 

John Honeyman as a Cattle-buyer.—Shortly afterward 
John Honeyman bade his wife and children good-bye at 
their home in Griggstown and stole quietly into the British 


70 AN ELEMENTARY HISTORY OF NEW JERSEY 


army. He soon developed a splendid business in cattle. 
British officers believed that he was a sincere Tory doing 
legitimate business for the crown. He followed the king’s 
veterans as they pursued the Continentals across the State 
of New Jersey. Time and again he saw the fleeing Ameri¬ 
cans only a few miles in advance of Cornwallis. 

His Experiences at Trenton.—In December Honeyman 
accompanied Cornwallis to Trenton. During these long 
weeks he had acquired much information which would 
be of use to General Washington. He now determined to 
find his way back to the commander-in-chief. 

Honeyman Captured by American Sentinels.—Dressed 
like a butcher, carrying a whip in one hand and a long rope 
in the other, Honeyman one afternoon wandered aimlessly 
toward the Delaware River. His heart throbbed as he 
saw a black object lying behind some reeds. He was 
not trying to find oxen; he really wanted to be captured. 
Presently two dismounted cavalrymen jumped from behind 
a clump of trees and ordered him to surrender. He yielded 
to the Americans who took their “ prize ” across the river 
to headquarters. General Washington congratulated them 
on capturing the “ notorious Tory.” 

His Interview with General Washington.—In a low tone 
John Honeyman related his experiences with the British 
forces. General Washington listened attentively to im¬ 
portant information relative to the enemy. It was then 
arranged to imprison Honeyman in a log prison near head¬ 
quarters. During the long, cold night General Washington 
built a fire outside to attract the prison guards. This gave, 
Honeyman a splendid opportunity to escape. Within a 
few minutes he was crossing the frozen waters of the Del¬ 
aware. Early the next morning two Hessian guards dis- 


HONEYMAN’S PART IN REVOLUTIONARY WAR 71 


covered him half-frozen among the snow-covered bushes 
that lined the New Jersey bank of the river. 

He is Commended by Colonel Rahl.—The British sen¬ 
tinels conducted their supposed friend to the headquarters 
of Colonel Rahl, who was delighted to see him. The British 
officer reprimanded him for being caught by the Americans 
but congratulated him upon his miraculous escape. He 
was gratified to learn of the. “ deplorable ” conditions in 
the American camp. Rahl is said to have remarked, 
“ There is no danger to be apprehended from that quar¬ 
ter for some time to come.” After the interview at British 
headquarters, Honeyman left for New Brunswick, for he 
knew that the American commander was soon to attack the 
Hessians. In three days General Washington and General 
Greene crossed the river and captured Rahl and his army. 

John Honeyman at Griggstown.—The news of the cap¬ 
ture and escape of the “ Tory ” soon reached the people 
of Griggstown where Honeyman lived. That very night 
a mob gathered at his house and demanded the body of 
“ Tory ” John Honeyman, as he was called. Of course 
they thought he was hiding at home. Mrs. Honeyman 
met the leader, and presented him with a note which he read 
to the enraged citizens: 

“ American Camp, New Jersey, Nov. A.D. 1776. 

To the good people of New Jersey, and all others whom it may 
concern: 

It is hereby ordered that the wife and children of John Honey¬ 
man, of Griggstown, the notorious Tory, now within the British 
lines, and probably acting the part of a spy, shall be and hereby are 
protected from all harm and annoyance from every quarter, until 
further orders. But this furnishes no protection to Honeyman him¬ 
self. 

George Washington 
Commander-in-chief ” 


72 AN ELEMENTARY HISTORY OF NEW JERSEY 


When the mob heard the contents of the note, they 
retired to their own homes, satisfied that the Tory butcher 
was still within the British lines. General Washington had 
of course given Mrs. Honeyman the note for her protection. 
It remained in the Honeyman family for years. 

The Mystery Solved.—When Cornwallis surrendered at 
Yorktown, General Washington returned north by way of 
Griggstown and revealed the secret. Then the patriot, 
John Honeyman, and not the spy, traitor, and Tory, 
returned to his wife and children. The same citizens who 
previously had expressed a desire to hang him gathered 
round to ask his forgiveness, and to honor him. A num¬ 
ber of distinguished French and American officers visited 
him at his home and congratulated him most heartily 
upon his part in the war for American independence. 

QUESTIONS AND PROJECTS 

1. Why did General Wolfe appoint John Honeyman his body¬ 
guard ? 

2. After this war where did John Honeyman settle? 

3. Give several reasons why our hero supported the cause of the 
colonists. 

4. Account for the fact that the American leader had confidence 
in Honeyman. 

5. Write a composition upon the theme, “With John Honeyman 
in tjie British Army.” 

6. Describe Honeyman’s “capture and escape” near Trenton. 

7. Show why John Honeyman was well fitted to be a spy. 

8. In your library try to learn more about this fearless patriot. 

9. Describe Washington’s trip to Griggstown. 

10. A monument marks the spot where Major Andre was cap¬ 
tured; in City Hall Park, New York there stands a beautiful monu¬ 
ment erected to the memory of the spy, Nathan Hale. Would it 
not be a good idea to erect a monument that would perpetuate the 
memory of this New Jersey hero? 


CHAPTER IX 


THE BATTLE OF MONMOUTH 

General Clinton Retreats Northward.—In 1778 Sir Wil¬ 
liam Howe, who commanded the fifteen thousand British 
troops at Philadelphia, was succeeded by Sir Henry Clinton. 
When this new commander learned that a French fleet 
was crossing the Atlantic Ocean he ordered his army to 
return to New York. The red-coats hurriedly left the 
Quaker City, crossed the Delaware River, and began their 
eastward march across New Jersey. 

General Washington always had a way to procure infor¬ 
mation from the enemy. Upon learning of these plans the 
American leader decided to act immediately. He sent 
General Maxwell with a brigade to destroy bridges, to fill 
up wells, to fell trees in front of the enemy, to drive off the 
cattle, and to dispose of food. This delayed the British 
forces. In fact, it took them six days to reach Imlaystown, 
a small village fourteen miles southeast of Trenton. 

The American Army in Pursuit.—Thereupon General 
Washington with the main army crossed the Delaware at 
Lambertsville. Colonel Morgan and six hundred veterans 
marched eastward and joined General Maxwell. With the 
remaining troops the commander-in-chief hurried to Prince¬ 
ton where he hoped to overtake the British army. It must 
have seemed strange to General Washington to be pur- 

73 


74 AN ELEMENTARY HISTORY OF NEW JERSEY 


suing the British across New Jersey, for only a year and a 
half before they had tried to capture him as he fled with 
his army in the opposite direction. 

General Clinton knew the Americans were following him. 
He hoped to reach the heights at Middletown where he 
knew he would be safe. But he was able to get only as 
far as Monmouth Court House, where a terrific battle 
took place June 28, 1778. 

The Battle of Monmouth.—General Washington ordered 
General Lee to attack the British about noon, but for 
some unknown reason General Lee failed to carry out the 
order. As a result of this disobedience General Washing¬ 
ton ordered Lee to the rear. Later he was tried by court 
martial, found guilty, and dismissed from the army. 

Old Tennent Church.—This old landmark stands about 
two miles from Monmouth Court House. On a hilltop 
surrounded by beautiful trees the old church still stands in 
quiet dignity. Within the walls of this old edifice the 
inhabitants gathered frequently and listened to patriotic 
appeals for loyalty to the cause of independence. On the 
morning of June 28, 1778, the pastor and his congregation 
met for the usual Sunday worship. Everyone knew, how¬ 
ever, that there would soon be a clash between the two 
armies. 

Presently the Continental troops marched past the 
church. With bated breath the congregation listened to 
the heavy cannonading, and saw the smoke of battle. 
Soon wounded soldiers were brought into the church where 
men and women attended them as best they could. 

As a young soldier named Tunis Coward sat on a grave 
and watched the battle, a cannon ball struck him in the 
leg and broke off the top of the tombstone. Some friends 


THE BATTLE OF MONMOUTH 


75 



carried the unfortunate soldier into the church and laid 
him in one of the pews. 


Old Tennent Church. 

The Daughters of the American Revolution have placed a 
tablet on the front wall of the church. The inscription is as 
follows: 

1778—1901 

In Grateful Remembrance 
Of Patriots Who, on Sabbath, June 28, 1778 
Gained the Victory Which was the Turning Point 
Of the War for Independence 
And to Mark a Memorable Spot on 
The Battlefield of Monmouth 
This Tablet is placed by Monmouth Chapter 
Daughters of the American Revolution 
September 26, 1901 




76 AN ELEMENTARY HISTORY OF NEW JERSEY 

Darkness ended the conflict. General Washington had 
made plans to attack the enemy again the next morning, 
but during the night General Clinton escaped to Sandy 
Hook, where he found Admiral Howe’s fleet awaiting his 
army. In a short time the fleeing army landed in New 
York. 

General Washington had suspected that General Clinton 
might elude him under the cover of darkness, for the Amer¬ 
ican commander had 
employed that same 
method himself. The 
American army then 
marched to the Hudson 
River and crossed at 
King’s Ferry, in order 
to prevent the British 
from separating New 
England from the other 
colonies. At White 
Plains General Washing¬ 
ton wrote a letter to 
General Nelson in which 
he said “ both armies are back to the very point they set 
out from, and that which was the offending party in the 
beginning is now reduced to the use of spade and pickaxe 
for defence.” 

“ Mollie Pitcher.”—Historians do not always agree upon 
characters, events, or dates. This is true of “ Mollie 
Pitcher,” who took an active part in the Battle of Mon¬ 
mouth. That a young woman did fight the British cannot 
be denied, however, by students of history. The main 
argument seems to center about her name. Colonel Custis, 




THE BATTLE OF MONMOUTH 


77 


the adopted son of General Washington, in his book, 
“ Recollections of Washington,” mentions Captain Mollie, 
and not Mollie Pitcher, as the heroine of Monmouth. In 
writing these “ Recollections ” the author undoubtedly 
secured first-hand information from General Washington 
and the wife of General Hamilton who had known Captain 
Mollie a long time. 

Our heroine first married John Hays, an artilleryman 
from Pennsylvania. After his death she became the wife of 
George McCauly, a sergeant in the army. She was a 
sturdy, freckle-faced, red-haired young Irish woman of 
about twenty-two years of age. 

Mollie at Fort Clinton.—Only a year before at Fort 
Clinton Mollie had shown unusual heroism. When the 
British rushed through the ramparts of the fort, Mollie’s 
husband had dropped his lighted match and had fled with 
the other soldiers. Mollie picked up the burning match, 
fired at the enemy, and then joined the retreating troops. 
She was the last American to leave the fort. 

Very soon the soldiers began calling her “ Captain ” 
Mollie. Often in her cocked hat, and wearing her artillery¬ 
man’s coat, she would pass through the American lines, 
urging the troops on to victory. Everywhere she was 
received with kindness and courtesy. 

Mollie’s Heroism.—On the day of the battle of Mon¬ 
mouth, with the temperature at 96 degrees in the shade, 
Mary McCauly offered her services by carrying water to 
the thirsty men. As she returned from a trip to the spring, 
she found that her husband had been fatally wounded by 
a shot from the British lines. When the commanding 
officer ordered the cannon removed, for there appeared to 
be no soldier to operate the gun, Mollie remarked, “ I will 


78 AN ELEMENTARY HISTORY OF NEW JERSEY 


take his place.” Seizing the ramrod from the hands of her 
dead husband, she cried, “ Lie there, me darlin’, while I 
revenge ye!” She rammed the wet sponge into the muz¬ 
zle of the smoking cannon, inserted the powder and ball, 
and fired at the redcoats. Again and again she emptied 
the contents of the large cannon into the stubborn lines of 
British. The intrepid woman worked faithfully until dark¬ 
ness stopped the terrific firing. 

Mollie had won the admiration of the troops. The next 
morning General Greene complimented her upon her brav¬ 
ery. He then presented her to the commander-in-chief who 
thanked her for her splendid service. General Washington 
commissioned her a sergeant. Her husband had held this 
rank. 

At the close of the war the State of Pennsylvania 
granted her a pension. Mollie Pitcher lived to the ripe 
age of seventy-nine. Those of you who visit the old 
cemetery at Carlisle, Pennsylvania, will find this inscription 
on her monument: 

“ Mollie McCauly, Renowned in History as Mollie Pitcher, the 
Heroine of Monmouth. Died January 1833, aged 79 years. Erected 
by the Citizens of Cumberland Co., July 4, 1876/’ 

The Battle Monument.—Monmouth Court House is 
now called Freehold. On November 13, 1844 a, beautiful 
monument was erected here to commemorate the Battle 
of Monmouth. The granite shaft is over one hundred feet 
high, and can be seen for a distance of several miles. At 
the base of the monument one may see five bronze tab¬ 
lets, each five feet high and six feet wide. Each of these 
tablets shows a picture of the Battle of Monmouth. One 
of the tablets is called the “ Mollie Pitcher.” It shows this 


THE BATTLE OF MONMOUTH 


79 


heroine shooting the six-pounder as her husband lies at 
her feet. General Knox is pictured directing the fire of 
the artillery. At the left is the famous Tennent Church. 

QUESTIONS AND PROJECTS 

1. On the map of New Jersey locate Monmouth Court House. 
What is this town now called? 

2. Select the most interesting paragraph in this chapter. 

3. Suggest another title for this chapter. 

4. If you were to write the story of Mollie Pitcher what would 
you include? 

5. Describe Old Tennent Church. Why is it a famous land¬ 
mark? 

6. In your study of American history have you read about any 
other woman who took an active part in battle? 

7. Let some member of your class read further about this battle, 
telling why General Lee hesitated to charge the enemy. 

8. Outline this chapter. 


CHAPTER X 


FROM THE CLOSE OF THE REVOLUTION TO THE FOUNDING 
OF THE REPUBLIC 

General Washington’s Problems.—After the Battle of 
Monmouth General Washington faced two serious prob¬ 
lems. Foreign officers who had come to the aid of our 
country must be taken care of and his troops must be 
settled in winter quarters. The commander-in-chief de¬ 
cided to distribute the foreign officers among his regiments. 
By the first of December he had solved his other problem. 
He stationed the North Carolina brigade on the west bank 
of the Hudson near Smith’s Cove; the New Jersey troops 
he sent to Elizabethtown; and the troops from the other 
colonies he stationed in winter quarters at Middlebrook. 

Washington Leaves for New Jersey.—General Washing¬ 
ton left a brigade to guard West Point and departed to visit 
the New Jersey troops at Elizabethtown. He inspected 
their quarters and gave them much encouragement. Officers 
and men gave several entertainments in his honor in which 
he took an active part. His soldiers loved him because he 
was always deeply interested in them and in their welfare. 

The Wallace House at Somerville.—General Washing¬ 
ton spent this winter of 1778-79 at the Wallace House in 
Somerville. This mansion was one of the best in New 
Jersey. The house had been recently bought and rebuilt 
by Caleb Miller. During the winter the American gen- 

80 


CLOSE OF REVOLUTION TO FOUNDING OF REPUBLIC 81 



eral and Mrs. Washington entertained a number of dis¬ 
tinguished foreign officers. 

The Daughters of the American Revolution.—An asso¬ 
ciation which has done much to preserve places having 
historic interest is the “ Daughters of the American Revo¬ 
lution.” Only women who are direct descendants of those 
who fought in the Revolution may become members of 
this society. Evidences of their work may be seen in 


Milestone at Pluckemin. 

many places throughout the eastern part of our country. 
In 1897 the Daughters of the Revolution bought this 
palatial mansion in Somerville. The headquarters stands 
in a grove of stately trees on the western border of the 
town. The structure, which has been only slightly changed 
since Revolutionary times, is typical of those built in its 
day. The half-doors with huge bolts and hinges, the wide 
stairway that leads at right angles to the second floor, 
and the broad hallway that extends from the front of the 









82 AN ELEMENTARY HISTORY OF NEFF JERSEY 


house to the rear on the ground floor remain as formerly. 
The new parlor, of which General Washington was the 
first occupant, is preserved to-day just as it was in Revo¬ 
lutionary days. Visitors to this house are permitted to 
wander through the rooms and to look at the interesting 
relics. The house is now owned by the New Jersey Revo¬ 
lutionary Historical Society. 

The Spring and Summer of 1779.—As far as New Jersey 
was concerned the year 1779 was an uneventful one. Gen¬ 
eral Washington’s army kept a strict watch upon the 
British forces encamped on Staten Island and near New 
York City. Early in May many of the American army 
officers complained to Congress that their lack of pay and 
equipment had caused great suffering to their families 
and themselves. Congress was so slow to pass measures 
of relief that Governor Livingston and eight patriotic 
citizens pledged the money in advance. 

During the summer of 1779 the Tories seized every 
opportunity to revenge themselves upon their patriot 
neighbors. Bergen County suffered greatly because armed 
bands of Tories and British regulars would steal down the 
Hudson under cover of darkness, rob and plunder the 
inhabitants, and escape before the state militia could 
engage them in battle. 

The Second Winter at Morristown, 1779-80.—After the 
campaigns of 1779, General Washington decided again to 
go into winter quarters at Morristown. This time he occu¬ 
pied the palatial residence which belonged to the widow 
of Colonel Jacob Ford, Jr. This eminent soldier had led 
the Eastern Battalion of the Morris County militia. The 
winter of 1779-80 was very severe. Continuous cold 
weather, deep snow, and a lack of provisions made the sit- 



CLOSE OF REVOLUTION TO FOUNDING OF REPUBLIC 83 

uation a very critical one. At one time the commander- 
in-chief notified the state and county officials that his vet¬ 
erans were badly in need of food and clothing. He was 
forced to state that the necessary provisions would be 
seized unless they were immediately sent to Morristown. 


Washington’s Headquarters, Morristown. 

Distinguished Visitors.—In the early spring several 
distinguished visitors appeared at the American camp. 
The French minister, Chevalier de la Luzerne, and Don Juan 
de Miralles, a secret agent from Spain, came to the Ford 
residence to offer their services to the cause of Freedom. 
While in Morristown De Miralles, the representative of 
the Spanish Crown, was taken very ill and passed away. 
The troops were glad to welcome Marquis de Lafayette to 






84 AN ELEMENTARY HISTORY OF NEW JERSEY 


headquarters. For more than a year this French nobleman 
had assisted Benjamin Franklin in his efforts to gain 
French recognition of the independence of the American 
colonies. The presence of this distinguished guest at Mor¬ 
ristown did a great deal to inspire the soldiers. 

Fort Nonsense.—If you will climb one of the hills 
overlooking the pretty village of Morristown, you will find 
a few remains of an old fort. The bake-oven, large stones 
from a block-house, and a few weatherbeaten trenches are 
unmistakable signs of military operations. 

Historians disagree about “Fort Nonsense.” Some 
maintain that it was built during the second winter at 
Morristown. They state that as there was much suffering 
and discontent among his troops, General Washington 
ordered them to construct these fortifications in order to 
divert their minds. 

Other writers, however, believe that “ Fort Nonsense ” 
was built during the spring and summer of 1778 by the state 
militia. This was, of course, before the American troops 
occupied Morristown for the second time. These his¬ 
torians believe that the fortifications were erected as a 
protection to the inhabitants against stray bands of Brit¬ 
ish soldiers and prowling Tories. 

Be that as it may, undoubtedly the earthworks were dug 
by Americans for the protection of American homes and 
American liberty. 

The Battle of Connecticut Farms.—The British had spent 
the winter on Staten Island. Elizabethtown, as Elizabeth 
was then called, is separated from Staten Island by a nar¬ 
row channel of water. During the winter of 1779-80, small 
parties of English soldiers often crossed to secure needed 
supplies or to forage upon the country-side. 


CLOSE OF REVOLUTION TO FOUNDING OF REPUBLIC 85 


To warn the colonists of any approach, an eighteen- 
pound signal gun and a barrel of tar on a pole were placed 
on top of the mountain above Springfield. The report of 
the cannon or the light from the tar barrel would spread 
the news for miles around. 

Early on the morning of June 6, 1780, both signals were 
given. The British army of about 6000 men had landed 
at Elizabethtown Point. The road to Morristown led 
through Connecticut Farms, now called Union, and 
Springfield. General Maxwell and Colonel Dayton had 
been stationed at Connecticut Farms. The militia kept 
up a continuous fire along the line of march of the British. 
On the hill south of Connecticut Farms Church sixty of 
the militia, armed only with muskets, checked the advance. 
The Americans, however, were slowly driven back toward 
Springfield, until they had crossed the Rahway River 
bridge. There, with the aid of a cannon which had been 
rushed to them, they stopped the British advance. Rumors 
that General Washington with his army had arrived at the 
strong post of Short Hills reached the British General. 
His forces were then ordered to retreat. 

Parson Caldwell.—Reverend James Caldwell lived with 
his family in the parsonage of the Connecticut Farms 
Church. The minister was very patriotic and had done 
much to organize the minute men of the village. He had 
joined Washington’s army a few months before. News 
had reached the British of the Parson’s activities. The 
British in their retreat were so angered at the resistance 
they had met that they set fire to many buildings. One 
of the soldiers shot through the window of the Reverend 
Mr. Caldwell’s home and killed Mrs. Caldwell as she sat 
with her baby in her arms. The house was then set on 


86 AN ELEMENTARY HISTORY OF NEW JERSEY 


fire. The body of Mrs. Caldwell was carried across the 
street to a small building. This house, still standing on 
Caldwell Place, is the only building of Revolutionary days 
which now remains. 

The Battle of Springfield.—The second attempt to attack 
Washington’s army was begun June 23, 1780. The Brit¬ 
ish met the same resist¬ 
ance at Connecticut 
Farms as on their first at¬ 
tempt. This time they di¬ 
vided their army into two 
parts, one going by the 
road previously used, the 
other by way of Milburn, 
where they expected to 
meet a nd march to Morris¬ 
town. When the first di¬ 
vision reached Springfield 
they encountered the 
Americans, under com¬ 
mand of General Greene. 
A battle was fought and 
the British defeated. The 
burying ground of many 
soldiers who fell is still 
preserved. 

It was during this battle that the Reverend Mr. Cald¬ 
well showed great bravery. Rushing into the church, he 
gathered up as many Watts hymn books and Bibles as he 
could carry. He returned to the line of battle, tore the 
leaves from the books, and gave them to the soldiers for 
their guns, shouting Give ’em Watts, boys! Give ’em 






CLOSE OF REVOLUTION TO FOUNDING OF REPUBLIC 87 


Watts!” His courage in the face of great danger was a real 
inspiration to the American soldiers. 

The other part of the army was repulsed before reaching 
Milburn. The second attempt of the British to reach 
Washington at Morristown was a failure. Several tablets 
and monuments have been erected by the State of New 
Jersey in Connecticut Farms and Springfield to show boys 
and girls of to-day where brave American soldiers fought 
to win the war for independence from Great Britain. 

James Caldwell’s Death. —Fighting Parson Caldwell re¬ 
turned to Morristown with the American army, but he 
lived only a short while after the Battle of Springfield. 
He was killed by a drunken soldier who was afterwards 
punished for the act by having to forfeit his own life. 

Bret Harte’s poem 1 tells the story of this battle: 

“ . . . Stay one moment; you’ve heard 
Of Caldwell, the parson, who once preached the Word 
Down at Springfield? What, no? Come—that’s bad; why, 
he had 

All the Jerseys aflame. And they gave him the name 
Of the ‘ rebel high priest.’ He stuck in their gorge, 

For he loved the Lord God—and he hated King George 

“ Did he preach? did he pray? Think of him as you stand 
By the old church to-day—think of him and his band 
Of military plough boys. See the smoke and the heat 
Of that reckless advance, of that straggling retreat 

“ . . . They were left in the lurch 
For the want of more wadding. He ran to the church, 

Broke down the door, stripped the pews, and dashed out in the 
road 

With his arms full of hymn books, and threw down his load 
1 Used by kind permission of and by special arrangement with 
Houghton Mifflin Company. 


88 AN ELEMENTARY HISTORY OF NEW JERSEY 


At their feet. Then above all the shouting and shots 
Rang his voice, ‘ Put Watts into ’em! Boys, give ’em Watts! ’ 

“ And they did. That is all. Grasses spring, flowers blow 
Pretty much as they did ninety-three years ago. 

You may dig anywhere and you’ll turn up a ball— 

But not always a hero like this—and that’s all.” 


Dark days followed the Battle of Springfield. The long- 
expected French fleet arrived with over six thousand troops, 
but it was severely bombarded at Newport Harbor by the 
naval forces of the British. In South Carolina General 
Gates and his troops met defeat at the hands of the British 
troops. Then news of Benedict Arnold’s treason depressed 
the country. To the anxiety of the American people sev¬ 
eral hundred soldiers mutinied because they claimed they 
had not been properly paid and provisioned. Likewise the 
New Jersey troops stationed at Pompton threatened to 
revolt. People began to fear final defeat and surrender 
for the colonial troops. Few Americans believed that any 
man could continue to hope for victory under these condi¬ 
tions. 

The Last Campaign.—But this proved only the darkness 
before dawn. The last campaign took place at Yorktown, 
Virginia. At this place, which lies on the shore near the 
mouth of Chesapeake Bay, Cornwallis had made extensive 
fortifications. Throughout the entire war he had had great 
confidence in his army but had failed to realize that this 
position was really a trap. When the French fleet under 
Count de Grasse began to bombard the British from the sea, 
General Lafayette, with some French troops, assisted Gen¬ 
eral Washington and his tired troops to cut off Cornwallis’ 
retreat by land. The British general could not escape these 


CLOSE OF REVOLUTION TO FOUNDING OF REPUBLIC 89 


combined forces and surrendered his army of seven thou¬ 
sand troops on October 19, 1781. 

The capture of Cornwallis at Yorktown practically ended 
the Revolutionary War. King George stubbornly desired 
to continue the war, but Parliament saw the hopelessness 
of the struggle and determined to make peace with the col¬ 
onies. The people rejoiced at this great victory. For eight 
long years they had prayed and hoped for this crowning 
triumph. Freedom, liberty, and independence had now 
become theirs. 

General Washington at Rocky Hill.—While the victorious 
general was awaiting news of the final Treaty of Peace 
between Great Britain and the colonies, he made his head¬ 
quarters in the home of John Berrien at Rocky Hill. From 
this ridge General Washington could look down upon the 
winding road over which the British had retreated to New 
Brunswick after the engagement at Princeton. To the 
southwest lay the beautiful Hopewell Valley where he had 
held his Council of War on the eve of the Battle of Mon¬ 
mouth. Below him to the northwest stood Bound Brook 
and Somerville where he had passed many hours planning 
his campaigns. 

His Visits to Princeton.—During his stay at Rocky Hill 
the commander-in-chief made many trips to Princeton. It 
is said that he always rode a spirited horse which traversed 
the five miles in forty minutes. It was at Princeton that 
General Washington allowed Charles Willson Peale, an 
artist, to paint his portrait. The picture hangs in Nassau 
Hall, occupying the space where the portrait of King 
George II formerly hung. It was here also that General 
Washington, Congress, and others received news of the 
signing of the Treaty of Peace with England. 


90 AN ELEMENTARY HISTORY OF NEW JERSEY 


His Farewell Address.—During his sojourn at Rocky 
Hill the commander-in-chief prepared the farewell address 
to his army that is justly famous. From this place the 
document was issued on Sunday, November 2, 1783. The 
“ Address ” expressed the affection in which the com¬ 
mander-in-chief held those who had made freedom and 
independence possible. 

The Making of the Constitution.—During the summer of 
1787 a number of delegates from the colonies met at Phila¬ 
delphia. Their purpose was to frame a national constitu¬ 
tion. The representatives from New Jersey were: Gov¬ 
ernor William Livingston, David Brearley, William Pater¬ 
son, Jonathan Dayton, Abraham Clark, and William C. 
Houston. The representatives made George Washington 
president of the convention. Benjamin Franklin, Alex¬ 
ander Hamilton, and James Madison were also members of 
this great convention. 

The First President.—The Constitution was finally com¬ 
pleted on September 17, 1787. The new form of govern¬ 
ment became effective on March 4, 1789. In honor of this 
great event guns fired a salute and church bells tolled. The 
seat of government was to be in New York City. When the 
members of Congress met for the first time, George Wash¬ 
ington, the hero of the Revolution, was unanimously elected 
President, and John Adams, Vice-President. 

General Washington Leaves for the Capitol.—A mes¬ 
senger was sent to Mount Vernon to inform the new 
president of his election. In those days there were no rail¬ 
roads nor automobiles. To make a journey of any kind, 
one must travel by coach or on horseback. In order to 
reach New York the new president chose the latter method. 
Thus, on the morning of April 16,1789, the Revolutionary 


CLOSE OF REVOLUTION TO FOUNDING OF REPUBLIC 91 


hero mounted his horse and began his memorable 
journey. 

His Arrival on the Banks of the Delaware.—On a beau¬ 
tiful Sunday afternoon he arrived at the place on the Del¬ 
aware River where he had crossed a few years before to 
attack the British at Trenton. But this time the scene was 
quite different. There were no blinding snowstorm, biting 
wind, nor floating cakes of ice to greet him. Instead, Presi¬ 
dent Washington saw in the distance a huge triumphal arch 
that had been erected over the Assanpink Creek. The 
arch was prettily decorated with laurels and flowers. It was 
supported by thirteen pillars representing the thirteen 
colonies. Around the pillars were beautiful wreaths of 
evergreens and flowers. In large gilt letters on the front 
of the arch was written: “ THE DEFENDER OF THE 
MOTHERS WILL BE THE PROTECTOR OF THE 
DAUGHTERS.” Above this inscription was a large 
dome of flowers and evergreens that encircled the dates of 
the two great events—the Battle of Trenton and the Battle 
of Princeton. The dome also bore the inscription, “ TO 
THEE ALONE.” 

The Mothers Greet General Washington.—Underneath 
this arch mothers, leading their little daughters, dressed in 
white, and carrying baskets full of fragrant flowers, met 
the hero of Trenton and Assanpink Creek. As the chil¬ 
dren strewed the flowers in the pathway of the spirited 
horse, they sang with much feeling two stanzas of a song 
that was composed by Governor Howell: 

“ Welcome, mighty chief! once more, 

Welcome to this grateful shore! 

Now no mercenary foe 
Aims again the fatal blow— 

Aims at thee the fatal blow. 


92 AN ELEMENTARY HISTORY OF NEW JERSEY 


“ Virgins fair and matrons grave, 

Those thy conquering arm did save, 

Build for thee triumphal bowers; 

Strew, ye fair, his way with flowers— 

Strew your hero’s way with flowers?” 

When the choir began to sing, the Father of his Country 
stopped his steed, removed his hat, and listened with deep 
feeling. With tears in his eyes he then galloped to the 
City Hotel, on the corner of State and Warren Streets, 
where the Mechanics Bank now stands. In this hotel the 
honored guest greeted the citizens of Trenton. 

Amid a great ovation George Washington soon after¬ 
ward left Trenton for New York. All along his route he 
was received with great enthusiasm. Finally, on April 30, 
1789, he took the oath of office on the balcony of Old 
Federal Hall in Wall Street, New York, while the populace 
shouted, “ Long live George Washington, President of the 
United States!” 


QUESTIONS AND PROJECTS 

1. What great service did General Washington render to New 
Jersey? 

2. Read Whittier’s poem, Yorktown. Describe the scene as sug¬ 
gested in this poem. 

3. The following are objects of great historic interest to all boys 
and girls in America, especially all those who live in New Jersey. 
Tell where each is, and why it is interesting,—Wallace House, 
Fort Nonsense, Springfield Church, Tennent Church, Nassau Hall. 

4. When did the Revolutionary War close? Where? 

5. Tell the story of Parson Caldwell. 

6. Bret Harte composed a beautiful poem which you have read. 
In your study of literature find similar poems that have been writ¬ 
ten about this battle. 


CLOSE OF REVOLUTION TO FOUNDING OF REPUBLIC 93 


7. What did General Washington do at Rocky Hill that is of great 
importance? 

8. Why was General Washington made the first president? 

9. What did the people do at Trenton to honor President Wash¬ 
ington ? 

10. Relate any incident of the Revolutionary War that particularly 
interests you. 


CHAPTER XI 


GOVERNORS OF NEW JERSEY UNDER THE FIRST 
CONSTITUTION 

The Last Royal Governor of New Jersey.—From 1702 
to the principal events preceding the Revolutionary War, 
our state was ruled by British governors under the control 
of the king. Much feeling was aroused against these 
leaders. The last royal governor, William Franklin, son 
of Dr. Benjamin Franklin, realized that the colony wished 
to be free and independent. He thought of a scheme 
whereby the leaders of the coming rebellion could be won 
over to the side of England, and called a meeting of the 
legislature with this purpose in mind. However, he had 
no opportunity to present his ideas, for the law-makers 
publicly declared him an enemy of the people of New Jersey. 
They arrested him and sent him to Connecticut. Later he 
left for his home in England. 

William Livingston—After the arrest of Governor Frank¬ 
lin, a new constitution was drawn up. The first governor 
of New Jersey under this new constitution was William 
Livingston, whom the British nicknamed the “ Don 
Quixote of the Jerseys.” Born in Albany in 1723, of Scotch 
parents, he received his early education in the public schools 
of that city. At the age of eighteen years he graduated 
from Yale University, receiving the highest honors of his 
class. During his college course he became keenly inter¬ 
ested in the art of writing. 


94 


GOVERNORS OF NEW JERSEY 


95 


After his graduation from college William Livingston 
began practising law. Some years later he settled on a little 
farm near Elizabethtown where he began to write articles 
concerning the unjust and tyrannical methods of the 
British. Before long his reputation as a patriot won for 
him a great many friends. In 1774 he was elected a 
delegate to the First Conti¬ 
nental Congress. Although 
he knew little about military 
matters, the provincial con¬ 
gress of New Jersey in 1775 
appointed him second Brig¬ 
adier-General of the colony. 

The first legislature to meet 
under the new constitution 
elected Livingston governor 
in August, 1776. He was 
one of the best governors 
that New Jersey has ever 
had. It was fortunate for 
the state that Livingston 
was governor during the 
stormy days of the Revolutionary War. He was a sincere 
patriot, an active leader, and a man who possessed the 
highest ideals. 

William Paterson.—The next governor under the first 
constitution was William Paterson. Although he was born 
in Ireland, he was an American in every sense of the word. 
He obtained most of his elementary education in Trenton. 
Later he entered Princeton College and was graduated in 
1763. From the very beginning of his career he showed 
genuine qualities of leadership and patriotism. When the 



Wm. Livingston. 




96 AN ELEMENTARY HISTORY OF NEW JERSEY 


first constitution was adopted, he was elected Attorney- 
General. The performance of the duties of this office 
brought out in him those splendid qualities of character 
and leadership for which he became noted. In 1787 he 
was selected as leader of the delegates that met at Phila¬ 
delphia to draw up a constitution for the United States. 

Later Mr. Paterson became 
a United States Senator, an 
office he resigned in 1790 
when he was appointed gov¬ 
ernor. Three years later 
President Washington ap¬ 
pointed him Justice of the 
Supreme Court. He died in 
1806. 

Richard Howell. — In a 

preceding chapter you have 
read an account of the New 
Jersey “ Tea Party.” One 
of those who was a ring¬ 
leader in that enterprise, 
who invited the “ Indians ” 
to meet at his house, was 
the young man who became 
governor of our state in 1793. During the Revolution¬ 
ary War Richard Howell performed valuable service 
for our country. Having studied medicine, he accom¬ 
panied our army as a surgeon. Richard Howell became 
governor in 1793 and served successive terms until 1801. 
It is interesting to know that the wife of Jefferson Davis, 
the president of the southern confederacy during the Civil 
War, was a granddaughter of Governor Richard Howell. 



William Paterson. 




GOVERNORS OF NEW JERSEY 


97 


Joseph Bloomfield.—The fourth governor of New Jersey- 
under the new constitution was Joseph Bloomfield, who was 
born at Woodbridge in 1755. At the age of twenty years 
he began the practice of law at Bridgeton. As a captain 
in the Third New Jersey Battalion he set out to take part in 
the campaign against Quebec, but, upon reaching Albany, 
New York, he learned with 
regret of the failure of the 
Canadian expedition. In 
1794 Joseph Bloomfield took 
an active part in putting 
down the “ Whisky Rebel¬ 
lion ” in Pennsylvania. He 
succeeded William Paterson 
as Attorney-General, and in 
1801 was elected governor. 

Because of a tie vote 
Bloomfield failed of re-elec¬ 
tion the following year. He 
was elected again in 1803, 
however, and served suc¬ 
cessive terms until 1812. 

Later Joseph Bloomfield 
served two terms in Congress. He died in 1823. 
The town of Bloomfield was named in honor of Governor 
Bloomfield. 

Aaron Ogden.—The next governor of New Jersey was 
Aaron Ogden, born at Elizabethtown in 1756. At seven¬ 
teen years of age he completed an accountant’s course at 
Princeton College. For a few years he taught in a private 
school, but in 1777 teacher and pupils joined the Conti¬ 
nental army. Ogden then served until the close of the war. 



Joseph Bloomfield. 




98 AN ELEMENTARY HISTORY OF NEW JERSEY 


In 1801 he was elected United States Senator. He also 
served for a number of years as commander-in-chief of the 
state militia. The last years of his life were darkened by 
financial losses and a serious dispute which caused Ogden 
much unhappiness. Upon his retirement, however, the 

legislature gave him a few 
acres of land not far from 
Jersey City. 

William S. Pennington.— 
William Sanford Penning¬ 
ton was governor of the state 
of New Jersey from 1813 to 
1815. His early days were 
spent on a farm in the sub¬ 
urbs of Newark. When the 
Revolutionary War broke 
out he offered his services 
to his country. William 
Pennington was an eye-wit¬ 
ness of Major Andre’s exe¬ 
cution. He was of great 
service in putting down the 
mutinies among the troops at Morristown and at Pompton. 

For a number of years after the war he owned a small 
store in Newark. He served three years in the legislature, 
two years in the Council, and as governor of the state from 
1813 to 1815. Upon the expiration of his term as gov¬ 
ernor, President Madison appointed him judge of the 
United States district court for New Jersey. He held this 
position until his death. 

Mahlon Dickerson.—According to historic records, Mah- 
lon Dickerson was a democratic governor of New Jersey 



Aaron Ogden. 






GOVERNORS OF NEW JERSEY 


99 


from 1815 to 1817. His early life began at Hanover, New 
Jersey, where he prepared for college in the public school. 
After graduating from Princeton College in 1789, he spent 
considerable time practising 
law in Pennsylvania. While 
he was engaged in politics, 
he was called to Morris 
County, where he spent a 
great share of his time 
looking after his father’s 
valuable estate. The people 
of New Jersey elected him 
governor for two successive 
terms. While he was serv¬ 
ing the nation as United 
States Senator, President 
Andrew Jackson appointed 
him a member of his cabinet 
to serve in the capacity of 
Secretary of the Navy. 

Isaac H. Williamson.—Isaac H. Williamson was gov¬ 
ernor of New Jersey from 1817 to 1829. Like Aaron 
Ogden, he was born in Elizabethtown. From early boy¬ 
hood he had made up his mind that he would become a 
lawyer. From every available source he obtained all the 
information he could about the practice of law. He was 
considered by the members of his profession one of the 
greatest lawyers of New Jersey. When Mahlon Dicker- 
son was elected, United State Senator, the legislature 
elected Isaac Williamson governor. He was considered an 
honest man who did everything in his power to give the 
people of New Jersey a good, clean government. 





100 AN ELEMENTARY HISTORY OF NEW JERSEY 


Peter D. Vroom.—Peter Vroom served as governor of 
New Jersey from 1829 to 1831, and again from 1833 to 1836. 
In the township of Hillsborough, Somerset County, young 
Vroom prepared himself for Columbia College, from which 
he was graduated in 1808. He practised law first at 

Schooley’s Mountain, but 
later moved to Somerville 
where he resided many 
years. 

On several occasions he 
represented his county in 
the assembly. After serving 
several terms as governor 
he accepted a commission 
from President Martin Van 
Buren to assist in adjusting 
land claims of the Choctaw 
Indians. He afterward 
served four years as minister 
to Prussia. Peter Vroom 
was a modest, sincere, and 
cultured gentleman, beloved 
by all who knew him. 

Samuel L. Southard.—Samuel L. Southard was born at 
Baskingridge in 1787. From his father he inherited a 
desire to enter politics. After graduating from Princeton 
College he spent some time studying law. After passing 
his bar examination he took up his residence at Flemington. 
He held the offices of member of the assembly, associate 
justice of the Supreme Court, and United States Senator. 
Because of his excellent record as Senator at Washington, 
the president appointed him Secretary of the Navy. He 



Peter D. Vroom. 




GOVERNORS OF NEW JERSEY 


IOI 


served one term as governor 
of New Jersey, following 
Peter Vroom’s first period of 
two years. 

Elias P. Seeley.—When 
Samuel L. Southard became 
United States Senator, Elias 
P. Seeley succeeded him as 
governor. Born in Cum¬ 
berland County in 1791, he 
became interested in the 
study of law. He was elect¬ 
ed to the legislative council 
of the state in 1829. Re¬ 
elected three times, he was 
finally made vice-president 
of the council in 1832. He was governor only part of one 

term but afterward served 
several terms in the state 
legislature. He died when 
only fifty-five years of age. 

Philemon Dickerson. — 
Philemon Dickerson, a broth¬ 
er of Mahlon Dickerson, 
followed Elias Seeley as 
governor of New Jersey. 
For a number of years he 
had been a practising at¬ 
torney in the city of Pater¬ 
son. After serving in con¬ 
gress for two years he was 
made governor of the state 




Samuel Southard. 


Philemon Dickerson. 






io2 AN ELEMENTARY HISTORY OF NEW JERSEY 




William Pennington. 


in 1836. Five years later 
President Martin Van Buren 
appointed him a judge of the 
district court. He served in 
this capacity until his death 
in 1862. 

William Pennington. — 

William Pennington, son of 
William S, Pennington, was 
born in Newark in 1796. 
After he was graduated from 
Princeton College he began 
practising law in Newark. 
In 1828 the people of Essex 
County elected him as their representative in the assembly. 
As governor he was re¬ 
elected every year from 
1837 to 1843. Later he 
was elected to Congress. 

William Pennington was 
noted for his good judgment, 
his sound reasoning, and his 
keen wit. He lived, as he 
died, an upright Christian 
gentleman. 

Daniel Haines. — Daniel 
Haines was the last govern¬ 
or of New Jersey under the 
first constitution. After 
graduating from Princeton 
College in 1820, he settled 

at Hamburg, Sussex County, D/ysriEL Haines. 






GOVERNORS OF NEW JERSEY 103 

where he opened a law office. After serving two terms in 
the legislature, he was elected governor in 1843. Again, 
under the new constitution, he served three years as gov¬ 
ernor, from 1848 to 1851. 

Governor Dickerson had drawn the attention of the 
people of New Jersey to the need for better schools. Daniel 
Haines, before he became governor and in later years, urged 
the establishment of a state-wide system of free schools. 
He also supported the movement to build an insane asylum 
at Trenton. 


QUESTIONS AND PROJECTS 

1. Can you add anything to what has been written about the 
governors under the first Constitution? 

2. What part did Richard Howell have in the New Jersey “ Tea 
Party ” ? 

3. What towns or cities in New Jersey were named in honor of 
some of these leaders? 

4. Make a list of important questions on this chapter, and give 
it to one of your classmates to answer. 

5. Find out by outside reading all you can about “Don Quixote.” 

6. Which governors rendered exceptional service to their state 
or nation? Explain your answer. 


t 


CHAPTER XII 

ZEBULON MONTGOMERY PIKE 

His Early Life.—Zebulon Montgomery Pike was born 
January 5, 1779 at Lamington, Somerset County. Until 

recently historians have be¬ 
lieved that his early life was 
spent with his parents at 
Lamberton, Mercer County. 
Those who have studied the 
history of the family are now 
firmly convinced that young 
Pike spent his first days at 
Lamington. 

His parents and other rel¬ 
atives came from Wood- 
bridge. His father, Captain 
Zebulon Pike, was an officer 
in the Revolutionary War. 
It was under his father’s 
command that young Zebu¬ 
lon entered military life as 
a cadet at the age of fifteen. 
When he was with his father’s regiment on the western 
frontier his friends realized that he would become a 
leader. The government quickly recognized his ability 
by making him a lieutenant. 

104 





Z EBULON MONTGOMERY PIKE 


105 

His First Adventure.—In these days travelers knew 
very little about the country west of the Mississippi River. 
Congress expressed a desire to explore these unknown 
regions where herds of buffalo and tribes of Indians lived 
in great numbers. About the time that Lewis and Clark 
were exploring the valley of the Missouri River, Lieu¬ 
tenant Pike and a party of twenty men set out to trace the 
Mississippi River to its source. This expedition was suc¬ 
cessful. The government received glowing reports of these 
unknown regions. 

The Louisiana Purchase.—In 1800 the United States 
bought from Spain a large portion of the land which was 
called “ Louisiana.” Six years later our government ordered 
Pike to explore this large unknown area. No sooner had he 
penetrated the forest region than he met forty Osage Indians 
who had been rescued from their enemies. Captain Pike 
took these Indians with him in the hope of establishing 
peace among the various tribes. 

On this perilous expedition Pike and his explorers learned 
a great deal about the country and the Indian inhabitants. 
Swollen streams and dense underbrush frequently delayed 
their progress. 

The Jerseyman Discovers the Peak that Bears His 
Name.—One day as the party was sixty-five miles south of 
the present site of the city of Denver, Lieutenant Pike saw 
in the distance a snow-covered summit. This peak, tower¬ 
ing over 14,000 feet above the level of the sea, presented a 
beautiful picture. In his diary, under November 17, 1806, 
he wrote these memorable words, “ This great white moun¬ 
tain seems to be twice as high as any other mountain. I 
think it will be impossible for any human being to reach its 
summit.” 


io6 AN ELEMENTARY HISTORY OF NEW JERSEY 



Pike’s Peak. 



ZEBULON MONTGOMERY PIKE 


107 



After discovering this majestic peak the party proceeded 
southward, crossing the mountains into New Mexico. 
Here they met an unfriendly reception at the hands of the 
Spanish and Indians who occupied this territory. The party 
were thrown into prison but were released several weeks 
afterward. Lieutenant Pike now returned to his head- 


The Pike Memorial Tablet 

quarters on the Arkansas River where he was advised by 
letter from Washington that he had been appointed captain. 
Upon learning of his exploration of the Louisiana Purchase, 
and his discovery of the famous peak which now bears his 
name, Congress gave Pike a vote of thanks for his splendid 
efforts. In 1813 he received a commission as brigadier- 
general. 





io8 AN ELEMENTARY HISTORY OF NEW JERSEY 


Pike in the Second War with Great Britain. —Two years 
later, with over 1500 well-disciplined troops, General Pike 
sailed for Sackett’s Harbor to attack the British at Little 
York, now Toronto. In this engagement his men suc¬ 
ceeded in capturing the fort. When the battle was at its 
height, the British magazine exploded and a heavy rock 
struck General Pike in the breast, mortally wounding him. 
His death was a great shock to the entire nation. This 
noted explorer and distinguished soldier was only thirty- 
four years old when he died. 

A Memorial.—Those who ascend Pike’s Peak by the rail¬ 
way will find a monument erected to the memory of Gen¬ 
eral Zebulon Montgomery Pike. The inscription is as fol¬ 
lows: 

“ Zebulon Montgomery Pike was born at Lamberton, now Tren¬ 
ton, N. J., January 5th, 1779. Died April 27, 1813, in an attack on 
York, later Toronto, Canada, aged thirty-four years. Burial at 
Madison Barracks, New York.” 

At this writing plans are being laid to erect at Trenton 
a fitting memorial to this distinguished Jerseyman. 

QUESTIONS AND PROJECTS 

1. Where was this hero born? 

2. Give an account of his boyhood life. 

3. Why did our government wish to have the Mississippi River 
explored? Why did Congress appoint General Pike? 

4. From another history find out all you can about the Louisiana 
Purchase. 

5. Imagine you were with this Jerseyman when he discovered the 
famous peak in the Rockies. Describe your experiences. 

6. At the present time plans are being made for a tablet to be 
erected in memory of General Pike. Watch the newspapers for 
further information about this proposed memorial. 


CHAPTER XIII 


WILLIAM BAINBRIDGE AND JAMES LAWRENCE 

William Bainbridge. —William Bainbridge was born in 
May, 1774 at Princeton, where his father was a physician 
and surgeon. When William was still a young child, the 
family moved to Middletown. But William preferred to 
live with his maternal grandfather, John Taylor, in Mon¬ 
mouth County, so that he could attend school. 

William early in life expressed a desire to become a 
sailor. During his spare moments he constructed all kinds 
of tiny vessels and sailed them in the creeks near his home. 
At the age of fifteen he secured a position on a vessel at 
Philadelphia. So well did William perform his duties that 
when the ship returned to port, he had been made first 
mate. From now on he received rapid promotion. When 
he was nineteen years old the government gave him com¬ 
mand of his first ship. 

Bainbridge a Naval Officer.— His reputation as a skillful 
sea captain was becoming known to all navy officials. He 
was very soon offered command of the schooner Retalia¬ 
tion. This ship had formerly been Le Croyable, a French 
ship which had been captured by Captain Decatur. 

Just at this time pirates were having things their own 
way on the high seas. In an attempt to put an end to this 
nuisance our government, in September, 1789, sent Com- 

109 


no AN ELEMENTARY HISTORY OF NEW JERSEY 

mander Bainbridge to the West Indies. In November of 
this year, however, the Retaliation was captured by the 
French and the Jerseyman imprisoned on the island of 
Guadeloupe. Later he returned to the United States with 
other prisoners who had been released. 

When Bainbridge, now a captain, returned to the United 
States, he was put in command of the Norfolk , which carried 
eighteen large guns. Again he was ordered to the waters of 
the West Indies, where in November of the following year 
he captured the French ship Republican . The next six 
months Captain Bainbridge spent sailing in these waters, 
doing considerable damage to French shipping and pro¬ 
tecting American commerce. 

Captain Bainbridge in Algiers—In May, 1800, Captain 
Bainbridge, in command of the frigate, George Washington , 
was ordered to carry twenty thousand dollars in tribute 
money to the Regency of Algiers. Upon delivering this 
tribute, you may imagine his surprise when the Dey of 
Algiers ordered him to carry his representative to the 
Sultan of Turkey. The Algerian monarch insulted him 
further by forcing him to lower the American flag, and 
in its place raise the flag of Algeria. When at sea, how¬ 
ever, he defied his orders, destroyed this flag, and again 
ran up the Stars and Stripes. 

After a voyage of fifty-mne days, Captain Bainbridge 
reached Constantinople. The Sultan of Turkey received 
the American commander with every courtesy. He was 
surprised to learn of such a country as the United States. 

When Captain Bainbridge returned to Algiers he found 
the French Consul and a large number of French residents 
in danger from the threatened attacks of the Algerian inhab¬ 
itants. Regardless of the fact that his country was at war 


WILLIAM BAIN BRIDGE AND JAMES LAWRENCE in 


with France, he carried these residents to Alicant, and gave 
them every attention. For this heroic work Napoleon 
Bonaparte sent Captain Bainbridge a personal letter of 
thanks. 

When Captain Bainbridge returned to the United States 
$ie was given command of the Essex, and sent to the Medi¬ 
terranean Sea to protect American shipping from the Bar¬ 
bary pirates. Later he was placed in command of the 
frigate Philadelphia and ordered to seize all vessels belong¬ 
ing to Tripoli, as that country had declared war upon the 
United States. Captain Bainbridge lost his ship when it 
ran aground, and was imprisoned in the house of the 
American Consul in Tripoli for nineteen months. He after¬ 
ward returned to this country. 

The Second War with Great Britain.—The early years 
of the nineteenth century found England and France again 
at war. Each of these countries had forbidden all trading 
with her enemy. To make matters worse, British ships 
began to stop American vessels on the high seas under pre¬ 
text of searching for seamen who had deserted. This prac¬ 
tice of course led to the seizure of American sailors. Eng¬ 
land claimed that all Americans were Englishmen, and 
that, as such, they should fight for the mother country. 

President Madison Declares War.—But the people of 
the United States had not forgotten the long war for inde¬ 
pendence, nor had they forgotten the timely assistance 
which France had given in those dark days. Our nation 
tried to remain neutral, but England’s seizure of American 
seamen caused a universal demand for war. In President 
Madison’s proclamation of war against Great Britain, he 
charged her with four serious offenses: 

i. Forcing American sailors to serve the king; 


112 AN ELEMENTARY HISTORY OF NEJV JERSEY 

2. Patrolling the Atlantic seaboard with battleships in 
order to prevent commerce; 

3. Seizing our vessels on the high seas; 

4. Influencing the Indians west of the Allegheny Moun¬ 
tains to attack, rob, and murder Americans. 

New Jersey’s Problems.—Along the coast of New Jersey 
lay numerous British craft. The army was unprepared to 
protect the seacoast. Then, too, cities on the banks of the 
Hudson and Delaware also needed immediate protection. 

Fortifications at Sandy Hook and the Navesink High¬ 
lands were at once constructed to keep the enemy from 
landing an armed force. The New Jersey troops responded 
at once to the call of their state. Several thousand troops 
were trained, and stationed at points where they could 
anticipate a British landing. 

Captain Bainbridge in Command of the Constitution .— 

When the war with Great Britain broke out in 1812, Cap¬ 
tain Bainbridge was given command of the Constitution , 
which had won a great sea victory over the Guerriere. Two 
distinguished men now served under him—David Porter 
and James Lawrence. A few months after he took com¬ 
mand, the Constitution defeated the Jam off the coast of 
Brazil. Captain Bainbridge treated his prisoners so well 
that Lieutenant-General Hislop, Governor of Bombay, a 
passenger on the Java , presented him with a gold sword as a 
token of his appreciation. 

After peace was declared Captain Bainbridge returned to 
Boston, a national hero because of his splendid achieve¬ 
ments. 

Captain James Lawrence.—James Lawrence was born on 
October 1,1781, in a little frame house at Burlington. From 
the very first he inherited his father’s ambition to make 


WILLIAM BAIN BRIDGE AND JAMES LAWRENCE 113 


something of himself. At school he always showed a keen 
interest in maps. His teachers frequently found him 
reading stories of travel or drawing maps. 

Very early in his life James Lawrence expressed a desire 
to go to sea. A midshipman at sixteen, his first naval ex¬ 
perience was in the war with Tripoli. He served under 
the famous Commodore Decatur when that intrepid com¬ 
mander dashed into the harbor of Tripoli and set fire to 
the frigate Philadelphia as the captured vessel lay under 
the very guns of the fort. 

Captain Lawrence in the Second War with Great Britain. 

After the war with Tripoli, Lawrence became commander 
in turn of several vessels, the Vixen, Wasp, Argus, and 
Hornet. 

In February, 1813, the Hornet met the British sloop-of- 
war Peacock. A terrific battle ensued. Within a short 
time the British vessel hauled down her flag in surrender. 
Our New Jersey hero was received with great honor upon 
his return. He was now made a port captain. Later he 
was put in command of the frigate Chesapeake which lay 
at anchor in the Boston Navy Yard. 

A force of men had been working on this vessel to pre¬ 
pare her for an attack upon the British fleet. Before the 
completion of the work, however, Captain Lawrence and 
his crew observed in the distance, one morning, the British 
frigate Shannon, which immediately signaled a challenge 
for an engagement. 

The Chesapeake and the Shannon —Captain Lawrence 
knew his crew were undisciplined, and the vessel unfit 
for battle, but he could not ignore such a challenge from 
the enemy. Before many minutes the two vessels were 
engaged in mortal combat. Captain Lawrence remained 


i 4 AN ELEMENTARY HISTORY OF NEW JERSEY 


on the deck of the Chesapeake to direct the fire of his guns. 
Almost at the beginning of the fight Lawrence received a 
severe wound in the leg, but, regardless of the great pain 
he was suffering, he continued to direct his gunners. 
A few minutes afterward he received another wound which 
later proved fatal. As he was carried below, he uttered the 
memorable words, “ Don’t give up the ship!” 

The Shannon won a complete victory and towed her rival 
to the British port of Halifax, where her brave commander 
passed away after four days of suffering. Captain James 
Lawrence was buried beneath Nova Scotian soil with all 
the honors of a naval hero. Later a beautiful tomb was 
prepared in Trinity Churchyard, New York City, where 
his body now lies. The tombstone bears the following 
inscription: 


James Lawrence 

His bravery in action was only equaled by his modesty in triumph 
and his magnanimity to the vanquished. In private life he was a 
gentleman of the most generous and endearing qualities and so 
acknowledged was his public worth that the whole nation mourned 
his loss, and the enemy contended with his countrymen as to who 
most should honor his remains. The Hero whose remains are here 
deposited, with his expiring breath expressed his devotion to this 
Country. Neither the fury of battle, the anguish of a mortal wound, 
nor the horrors of approaching death could subdue his gallant spirit. 


QUESTIONS AND PROJECTS 

i. Imagine that you are a sailor on the high seas. A British 
commander forces you to lower the Stars and Stripes. You are cap¬ 
tured and forced to join the service of the king. Write a letter 
home describing the treatment you receive at the hands of the 
British. 


WILLIAM BAIN BRIDGE AND JAMES LAWRENCE 115 


2. Why did not President Madison declare war against France, 
also ? 

3. Describe the vessel “ Old Ironsides.” Why was she given this 
name? Where is this vessel to be found at the present time? 

4. There is a motto in America to-day: “ Don’t give up the ship!” 
Who said this, and under what conditions? 

5. Write a letter to a friend, telling him how to find the tomb of 
Captain James Lawrence? 

6. What battle was fought before war was declared? Find out 
everything you can about this battle and tell it to the class. 

7. The Battle of jNew Orleans was fought after the treaty of peace 
had been signed. Why? Read an account of this battle in an¬ 
other text. Describe it to the class. 

8. Do you know of any other Jerseymen who distinguished them¬ 
selves in the Second War with Great Britain? 

9. Imagine that you served with William Bainbridge when he 
made war on the pirates. Describe some of your experiences. 


CHAPTER XIV 



TURNPIKES, CANALS, AND RAILROADS 

Turnpikes.—The early settlers made use of lonely Indian 
trails in traveling from one town to another. These winding 


Modern Motor Truck. 

paths usually followed streams through the dense forest. 
Indians and wild animals made the journey from settlement 
to settlement unsafe. Furthermore, these paths were wide 
enough for only a single person; they would not accom¬ 
modate a wagon. The increasing population created a 
strong demand for good roads that would connect the more 
inhabited areas. 

The first roads in East Jersey extended northward and 
westward along the valleys of the Passaic and Hackensack 








TURNPIKES , CANALS , RAILROADS 


17 


Rivers. The settlements of Passaic and Hackensack were 
connected by a narrow road that led into Newark. From 
here a road led through Elizabethtown, Elizabethport, and 
Amboy to New Brunswick. In West Jersey a road con¬ 
nected Trenton with Newton, Burlington, Salem, and 
Bridgeton. The early travelers who used these roads 
either walked or rode on horseback. 

You have learned how East and West Jersey grew out of 
the mother colony, New Jersey. These two divisions had 
a common barrier which consisted of a narrow strip of waste 
land approximately thirty miles wide. As this strip of 
land separated New Brunswick from Trenton, these two 
settlements were connected only by an old Indian trail. 
In 1695 the legislature ordered a public road constructed 
between these important towns. 

Benjamin Franklin Crosses New Jersey.—Traveling on 
these muddy and narrow trails was quite difficult. The 
majority of travelers rode on horseback. Those not pos¬ 
sessing horses usually experienced great difficulty in reach¬ 
ing their destination. Thus, in 1723, it took Benjamin 
Franklin six days to travel from New York across New 
Jersey to Philadelphia where he intended to work in a 
printer’s office. At New York young Franklin took the 
ferry-boat to Amboy. Outside the harbor the boat en¬ 
countered a terrific gale, making it necessary to anchor 
for the night. The little craft arrived at Amboy the next 
day. On the following morning Franklin crossed Red- 
ford’s Ferry to South Amboy, and began his long journey 
on foot. On the fifth day he arrived at Burlington, only 
to find that the Saturday boat had sailed, and that the next 
boat would leave on the following Tuesday. He did not 
care to wait, for he had but one silver Dutch dollar and a 


n8 AN ELEMENTARY HISTORY OF NEIV JERSEY 



LIC. 

MACHINE, kept by 

John Merceieau, at the New Blaiing-Sfar-Fervy 
near New-York, fets off from Powles Hook every Mon ' 
day, Wednesday, and Friday Mornings, for Philadelphia 
and performs the Journey in a Day and a Half, for the’ 
Summer Seafon, till tbeirtof h ovember j from that Time 
to go twice a Week till the ftrft of May, when they 
again perform it three Times a Week.. When the Stages 
go only twice a Week, they Ut o<{ Mondays andthurf 
ffy*- Waggons in Philadelphia fet out from the 

Sign of the George, in Second-rtfeet, the fame Morning 
The Paffengers are defined to crofs the Ferry the Evening 

before, at the Stages mull fet off early the next Morning 
ThejPnce foreach Pafonger ia Tttiniy Shilling,, p ro c. ami 

K^rtton. sm 8 ° ing Par< cf the f0 p»y 

ll.. A Xt <h K PrOPr,e<CT , has madefach Improvements upon 
the Machines, one of which is in Imitation of a Coa P ch 
he hopes to merit the Favour of the Publick ’ 

_ JOHN MERCEREAU. 


A Typical Stage Wagon. 












TURNPIKES , CANALS , RAILROADS 


119 

copper shilling. On the river bank he met some men who 
were about to row to Philadelphia. Young Franklin 
joined the party, with the understanding that he should 
not only pay for his ride, but would take his turn at the 
oars. At midnight some of the oarsmen refused to row, 
claiming they had passed Philadelphia. The rest of the 
night they spent in the open boat, waiting for daylight in 
order that they might find their bearings. Luckily for 
them they were not far from the city. On the sixth day 
Benjamin Franklin arrived at the printer’s office. Trains 
now cover this distance in two hours; aeroplanes, in less 
than one hour. 

The Mercury .—It is interesting to read a clipping 
from a newspaper called the Mercury, bearing the date of 
February 18-25, 1728. This is the first account of the use 
of a stage wagon in our state: 

“ The plantation called Redford’s Ferry, over against Amboy, is 
to he let, with a good dwelling house, kitchen and stables, scow and 
canew. Any person that has a mind to hire it may apply himself 
to Gabriel Stelle, who lives at the said place, and agree at reasonable 
terms. N.B. There is also a stage wagon kept at said ferry for 
.transporting of passengers and goods from thence to Burlington, 
and doth attend whenever freight presents.” 

In the same paper, published March 13, 1732-, there is an 
article showing the development of the stage wagon: 

“ This is to give notice unto Gentlemen, Merchants, Tradesmen, 
Travellers and others that Solomon Smith and James Moon of 
Burlington keepeth two stage wagons intending to go from 
Burlington to Amboy and back from Amboy to Burlington again, 
once every week, or offt’er if that business presents. They have 
also a very good store house, very commodious for storing of any 
sort of merchant’s goods, free from any charges, where good care 


120 AN ELEMENTARY HISTORY OF NEW JERSEY 


will be taken of all sorts of goods, by Solomon Smith and James 
Moon.” 

Other people saw the possibilities of stage routes. Within 
the next decade ten or twelve stage wagons operated for 
public convenience. In 1759 a new stage line was run 
through Mount Holly, Middletown, and Shrewsbury. The 
same publication prints the following advertisement: 

“ Notice is hereby given to the public that we the subscribers 
have erected a stage waggon to transport passengers, etc., from Mr. 
Daniel Cooper’s ferry, opposite the City of Philadelphia, to Mount 
Holly, from thence through the County of Monmouth to Middle- 
town, and from thence to the Bay near Sandy Hook. William 
Edmondson, the Quaker preacher crossed New Jersey about this 
route in 1672.” 

First Route Across New Jersey.—Shepard Kollock of 
Chatham printed the first newspaper in New Jersey which 
he called the New Jersey Journal. In the edition of 
November 7, 1781, there appeared this announcement: 

“ ELIZABETH-TOWN STAGE WAGON” 

“ The subscribers take this method to inform the public that they 
have erected a STAGE WAGON, with four horses suitable for 
carrying passengers and their baggage from Elizabeth-Town to 
Princeton, there to meet Mr. Gerlhom Johnson’s Flying Stage— 
This Stage will set out every Monday and Thursday morn'ngs, at 
eight o-clock from Doctor Winan’s Tavern in Elizabeth-Town, dine 
at Drake’s in New Brunswick, lodge at Mr. Bergen’s in Princeton, 
exchange passengers, return in the morning, and complete the jour¬ 
ney in two days from Elizabeth-Town to Philadelphia. 

“ The price for each passenger, from Elizabeth-Town, to Phila¬ 
delphia to be Four Hard Dollars, or the value thereof in other 
money, and the like sum for 150 weight of baggage—no rum goods 
to be admitted to this stage on any account.” 

“ICHABOD GuMMAN, Jr.” 

“James Drake” 


TURNPIKES , CANALS , RAILROADS 


21 


Stage Boats. —In addition to the “ stage waggon ” there 
were the “ stage boats ” which carried travelers. Fre¬ 
quently the wagons operated in conjunction with the boats. 
Wagon roads did not extend into the very heart of the 
forests. People living in these wooded sections depended / 
upon the stage boat to reach the larger cities or towns 
where they did their trading. Stage boats and stage 
wagons were important factors in developing the entire 
state. 

Obstacles. —The early roads were not macadamized; 
concrete and asphalt were unknown. During the winter 
the snow and ice made the highways almost impassable. 

In springtime muddy roads often delayed the stages several 
days. There were other obstacles, too. During the early 
history of our state Indians frequently attacked the stages. 
Also, highwaymen and horse thieves were in evidence in 
those days. Perhaps you have read of the exploits of 
Tom Bell, who operated for years along our highways. 
The legislature did all that was possible to lessen the dan¬ 
gers of the road, however, by making highway robbery a 
capital crime. 

A Demand for Turnpikes. —By 1800 practically nothing 
had been done by the state to establish turnpikes. In the 
state there were over eleven hundred flour mills. Wheat, 
corn, apples, livestock, lumber, flaxseed, iron, and leather 
were the principal products. Morris County alone could 
supply the entire nation with iron ore. People began to 
realize that they must have better roads in order to reach 
good markets. 

The legislature finally granted a charter for a turnpike 
connecting the headwaters of the Delaware River with 
Newark Bay. This turnpike, called the Morris Turnpike, 




122 AN ELEMENTARY HISTORY OF NEW JERSEY 


extended from Elizabeth through Springfield, Chatham, 
Morristown, Succasunna, Stanhope, Newton, and Culver’s 
Gap to the Delaware River opposite Milford. This proved 
of such use that during the next few years other turnpikes 
were built, such as the Union Turnpike, Jersey Turnpike, 
Paterson and Hamburg Turnpike, and others. By 1806 the 
turnpikes which led out of the larger cities reminded one of 
the spokes of a wheel. By 1828 the legislature had granted 
fifty-four original charters. Since those early days numer¬ 
ous other charters have been granted. At the present time 
New Jersey has as good state roads as may be found 
anywhere in the United States. 

The First Canals. —After the Second War with Great 
Britain New Jersey developed rapidly. Soon the popula¬ 
tion of the state increased from one-quarter million to over 
one-half million people. Natural resources were devel¬ 
oped; industry received considerable attention in the larger 
towns and cities; and the farmers raised large quantities 
of fruits, vegetables, and meats. This period of prosperity 
led people to demand better means of transportation. 

The Morris Canal. —For thirty years engineers had con¬ 
sidered digging a canal which would connect the Delaware 
and Raritan Rivers.. The estimated cost had kept them 
from undertaking the project. But in 1826 the Legis¬ 
lature granted a charter authorizing the building of the 
Morris Canal. It was not until 1836 that the canal was 
completed. This canal is one hundred three miles long; 
it connects Jersey City with Phillipsburg on the Delaware. 

The Delaware and Raritan Canal. —On February 4, 1830, 
the state authorized the building of the Delaware and Rar¬ 
itan Canal. This inland waterway connects New Bruns¬ 
wick on the Raritan River with Bordentown on the Dela- 


TURNPIKES , CANALS , ^JVZ) RAILROADS 123 


ware River. The canal, including its feeder, is sixty-five 
and one-half miles in length. It passes through Trenton, 
Princeton, Kingston, Rocky Hill, Griggstown, Millstone, 
Somerville, and Bound Brook. The total cost of con¬ 
struction, including the fourteen locks, was $2,830,000. 

Railroads are Discussed.—At first the people of the state 
were glad they had canals. However, the high cost of car¬ 
rying produce and the long time required for transporta¬ 
tion discouraged farmers and manufacturers. A number of 
citizens proposed the construction of railroads. The stage- 



M orris Canal. 


coach lines that controlled the transportation of freight 
and passengers across New Jersey objected to this idea. 
They realized, of course, that the proposed railroads would 
ruin their business. 

The Camden and Amboy Railroad Company.—Canal 
companies, stage-coach drivers, and tavern keepers now 
tried to keep the promoters from organizing a railroad. 
At a meeting of the legislature during the session of 1829-30, 
the first “ lobby ” appeared, composed of friends of both 
factions. However, a compromise was reached and a 
charter granted to the Camden and Amboy Railroad and 





124 AN elementary history of new jersey 


Transportation Company, and the Delaware and Raritan 
Canal Company. Of the railroad company Robert L. 
Stevens was made the first president. He immediately 
left for England to secure a locomotive and rails for the 
new road. During the long voyage he invented the Amer¬ 
ican or Stevens rail, as it is generally known. 

Early Railroads. —The first railroad in this country was 
built at Quincy, Massachusetts. It was operated by horses 
that drew cars full of granite from a nearby quarry. In 
May, 1829 a private concern in England shipped a loco¬ 
motive to New York, whence it was carried in parts by 
boat to Honesdale, Pennsylvania. This was the first 
engine to run in America. Peter Cooper in this same year 
built an engine, called the Tom Thumb. It was run on the 
tracks of the Baltimore and Ohio Railroad. People were 
surprised to see this tiny engine haul a carload of passen¬ 
gers at a speed of eighteen miles an hour. 

The John Bull. —One hot day in August, 1831 the 
people of Bordentown crowded around the wharf to see a 
locomotive called the John Bull. The engine had been 
constructed by Stephenson and Company. Isaac Dripps, a 
former mechanic of the Stevens’, had the honor of assem¬ 
bling the engine, which weighed about ten tons. Without 
plans or drawings he began his task in earnest. For a 
tender he used a small four-wheeled flatcar upon which 
he mounted a whisky barrel to hold the water. A Borden¬ 
town shoemaker made a long leather hose that connected 
the barrel with the boiler of the engine. 

A Great Success. —On November 12,1831 the legislature 
and hundreds of invited guests assembled to witness the trial 
trip. To the tender were attached four-wheeled coaches 
which resembled carriages with three doors on each side. 


TURNPIKES , CANALS , ^iVZ) RAILROADS 125 


The seats of each car were arranged in rows facing each 
other. A number of interested guests rode on this first 
New Jersey train. Madam Murat of Bordentown, the 
wife of Prince Murat and niece of Napoleon Bonaparte, 
was the first woman to ride on the train. The test proved 
a great success. People who had ridiculed the locomotive 
idea were now converted. They now believed that rail¬ 
roads would be practicable. The Camden and Amboy 
road was not completed, however, until the summer of 
1833. At this time the John Bull began making daily 
trips from Bordentown to Raritan Bay. It took this freak 
engine about two and one-half hours to make the trip, a 
distance of thirty-four miles. 

Other Railroads.—The great success of the Camden and 
Amboy road caused other men to organize companies. In 
1840 a track extending from Bordentown to Jersey City was 
completed. This was the first railroad to cross New Jersey. 
Other railroads were built in many sections of the state. 
Thomas Rogers was the first man to build a locomotive in 
the state. The engine, called the Sandusky, was sent to 
Ohio. Other lines were constructed, such as the Camden 
and Woodbury, West Jersey Railroad, Millville and Glass- 
boro, Swedesboro and Woodbury lines. The Pennsylvania 
Railroad Company now controls most of these lines. 


QUESTIONS AND PROJECTS 

1. Bring to class prints or photographs that contrast land and 
water transportation of the colonial days with that of the present 

* time. . 

2. Read Benjamin Franklin’s Autobiography, paying particular 

attention to his six-day trip.across New Jersey. 

3. Why were the early stages called “ Flying-Machines ”. 


126 AN ELEMENTARY HISTORY OF NEW JERSEY 


4. Assume that you lived at New Brunswick before the Dela¬ 
ware and Raritan Canal was planned. Write a letter to your news¬ 
paper urging its construction. 

5. Examine a print of an early engine. Compare this primitive 
locomotive with the modern ones. 

6. Find out the total mileage of our state roads and their cost. 

7. Dramatize an incident at the first railroad meeting. 

8. What is meant by a “ lobby ”? 

9. Outline this chapter. 


CHAPTER XV 


JOSEPH BONAPARTE IN NEW JERSEY 

Joseph Bonaparte in Europe.—Before he came to America 
Joseph Bonaparte, brother of the famous Napoleon, held 
many distinguished offices in Europe. At different times 
he was president, senator, and member of the Grand Council 
of the Legion of Honor of France, Prince of France-, and 
conqueror of the Kingdom of Naples. Napoleon first placed 
his brother on the throne of Italy, and later made him King 
of Spain. 

He Escapes to America.—When Napoleon Bonaparte 
suffered a crushing defeat at the hands of the armies of the 
Duke of Wellington at Waterloo, the dreams of the Bona- 
partes for complete control of Europe were shattered. The 
brothers at once made plans to sail to America, but before 
they could escape, Napoleon was taken prisoner by the 
British. He was immediately banished to the Island of St. 
Helena. Joseph, however, eluded his enemies and sailed 
for America on the brig Commerce. During the voyage 
seamen from British cruisers searched the vessel for him 
but without success. Even the captain of the ship did 
not know that such a distinguished man was among his 
passengers. When the vessel finally reached New York, 
the ex-ruler proceeded to Philadelphia, where he resided for 
several months. 


12 7 


128 AN ELEMENTARY HISTORY OF NEW JERSEY 


He Settles at Bordentown.—Napoleon had once remarked 
to his brother that he would like to live in New Jersey if his 
military campaigns ever failed. Recalling his brother’s 
sentiment, Joseph Bonaparte appealed to the New Jersey 
Legislature for permission to locate in the state. When his 
request was granted, he purchased a track of one thousand 
acres of land on the banks of Crosswicks Creek near Borden¬ 
town. Here he lived with his two daughters for a good 
many years. 

He Makes Improvements.—The new owner at once set 
about making improvements on his property. Gardeners 
set out trees, plants and shrubbery; workmen made miles of 
carriage drives; and carpenters erected a large mansion of 
brick, stone, and wood. From the cellar to a bluff facing a 
ravine, laborers constructed secret underground passage¬ 
ways. Many stories have been told of these underground 
chambers. Some would have it that these passageways 
were built to provide an easy way of escape for the ex-king 
in the event that he was wanted in Europe. Amid these 
beautiful surroundings Joseph Bonaparte lived as the Count 
de Survilliers. 

His Habits and Pleasures.—In personal appearance 
Joseph was not unlike his famous brother Napoleon. 
Although he was inclined to be somewhat stout, he kept in 
good health through vigorous exercise about his estate. 
He occupied his mind by studying and reading. He 
enjoyed art, science, and biography. His neighbors always 
found him genial and companionable. He was always glad 
of the opportunity to associate with the people of the vicin¬ 
ity, regardless of their station in life. 

During the winter Joseph Bonaparte always invited the 
boys and girls to skate on his artificial pond. He seemed 


JOSEPH BONAPARTE IN NEW JERSEY 


129 


never so happy as when he was giving them apples, oranges, 
and nuts. At Christmas time he acted as “ Santa Claus,” 
giving gifts to the poor and needy of the countryside. No 
wonder people began to love this great personage who could 
be thoughtful and kind to everyone. 

During the Count’s residence at “ Point Breeze,” as he 
called his estate, he entertained a number of prominent 
guests. After an enthusiastic reception at Trenton, Gen¬ 
eral Lafayette spent some 
time as the guest of the 
exiled ruler. Daniel Web¬ 
ster, John Quincy Adams, 

General Winfield Scott, 

Henry Clay, Commodore 
Robert F. Stockton, Com¬ 
modore Charles Stewart, 
and other famous men 
visited the Count at his 
home. Once a committee 
from Mexico called on the 
ex-monarch to offer him the 
crown of their country. It 
is said that Joseph Bonaparte remarked: “ I have already 
worn two crowns and would not take a step to wear a 
third.” 

Bonaparte Returns to Europe—When Louis Philippe 

ascended the French throne, one of his first acts was to par¬ 
don a number of prominent leaders who had been expelled 
from the country. Under this rule the ex-King of Spain 
returned to Europe. Upon his departure, those whom he 
had befriended gathered at his estate to express their 
disappointment. 





i 3 o AN ELEMENTARY HISTORY OF NEW JERSEY 


In Europe, however, the Count met with bitter personal 
attacks from the people. After traveling for several 
months he returned to his estate at Bordentown in 1837. 
His friends were present to welcome him back. They 
hoped that he had returned to spend his last years at 
Point Breeze, but two years later he again sailed, this time 
going to Italy where he died in 1844. 

His Grandson Sells Point Breeze.—When Joseph Bona¬ 
parte passed away, his grandson, Joseph Lucien Charles 
Napoleon, inherited the estate in New Jersey. The people 
of Bordentown named the new owner “ Prince Joseph.” 
As the Prince did not care for America, he sold various 
parts of his estate, and in 1848 sailed for Europe to take 
part in the Revolution of that year in France. 

Bordentown still remembers the “ King ” who lived in 
her midst. The Count, his heirs, and all the servants have 
gone. The beautiful residence, the swimming pool, the rare 
paintings and furniture, and the imported statuary have 
also disappeared. Visitors to this enchanted spot have 
difficulty in locating the old driveways and the numerous 
buildings that have long since crumbled to ruins, but the 
memory of a courteous and kindly gentleman* of France 
still lingers. 


QUESTIONS AND PROJECTS 

1. Why did Joseph Bonaparte come to America? 

2. Procure a biography of Napoleon Bonaparte and read it. 

3. Describe the Bonaparte estate at “ Point Breeze.” 

4. Account for the popularity of Joseph Bonaparte with the 
young people. 

5. Did this ex-king use good judgment in not accepting the crown 
of Mexico? Explain. 

6. Make an outline of this chapter. 


CHAPTER XVI 


THE FIRST SILK WEAVING: JOHN RYLE OF PATERSON 

The First Silk Weaving.—The origin of silk is men¬ 
tioned several times in the famous “ Four Books ” of 
China. To Empress Si-Long-Chi goes the credit for 
weaving the first tissues of silk. This was about 2600 
years before the Christian Era. The early Chinese also 
wove the first silk fabrics. These goods were so valuable 
as to be worth their weight in gold. 

In 552 A.D. two Persian monks brought the first silk 
worm eggs from China to Constantinople in the hollow of 
their canes. Had they been detected in transporting these 
valuable eggs, they would have been severely punished. 
This marked the introduction of the silk worm in Europe. 

England Becomes Interested in Silk.—England rejoiced 
upon learning that Columbus had discovered India, as he 
believed, for it was thought that in this country the silk 
worm industry would flourish. When James I was on the 
throne he objected to the raising of tobacco in the colony 
of Virginia and urged the London Company to encourage 
the raising of silk worms in this new colony. A century 
later over 10,000 pounds of cocoons were delivered to 
Savannah. In New Jersey the annual export of raw silk 
at this time ranged from five hundred to one thousand 
pounds. 


I 3 2 AN ELEMENTARY HISTORY OF NEW JERSEY 

Christopher Colt—In 1836 Christopher Colt owned a 
large silk mill at Dedham, Mass. When his factory burned 
he removed to Paterson, where he opened a factory on the 
fourth floor of the famous “ Gunn Mill.” As he could not 
make this plant pay for itself, however, he was forced to 
close its doors. It was not long before he sold his equip¬ 
ment to George W. Murray, an Englishman residing in 
New York City. For a long time Murray had been 



A Silk Factory. 


interested in a silk mill at North Hampton, N. H., of which 
John Ryle was superintendent. 

John Ryle Comes to Paterson.—John Ryle came to 
Paterson in April, 1839. During his young life he had 
worked as a weaver’s helper. He had liked the work so 
well that he had decided to learn the trade. In Paterson 
he found two looms in operation. He met Mr. Murray, 
who at once offered to buy the silk mill at Paterson. 























FIRST SILK WEAVING: JOHN RYLE OF PATERSON 133 

It was thereupon agreed that John Ryle would devote his 
time to building up and developing the silk business. 

John Ryle Makes Silk.—With new machinery and a 
splendid corps of workers, it did not take Ryle long to re¬ 
open the plant. He believed in the future of the business 
and of his plant. He it was who made the first skeins of 
sewing silk. These he sold at two dollars per hundred, 
wholesale. Hortsman Bros, and Allien of New York City 
purchased the first spool of silk that was made in Ryle’s 
factory. 

John Ryle Becomes Successful.—During his first year in 
the silk business John Ryle gave his attention to making 
the common varieties of sewing and floss silk. The next 
year he devoted considerable time to the weaving of silk 
cloth. Under the firm name of “ Murray & Ryle of Pater¬ 
son,” this concern made excellent progress in the silk 
weaving business. In 1846 Mr. Murray sold out his share 
of the business to Ryle. 

John Ryle’s Fame as a Manufacturer of Silk.—John 

Ryle’s fame as a silk manufacturer spread throughout the 
country. When the World’s Fair was held in New York 
City in 1824, Ryle conceived a brilliant idea that gave him 
still further reputation as a weaver of silk. He and his 
workers produced a large American flag of silk, 20X4° feet. 
This beautiful flag floated for many months over the 
Crystal Palace in New York City. It was the first time in 
the history of the country that an American flag had ever 
been made from American silk looms. 

John Ryle Receives Many Awards.—During his career 
John Ryle received many awards. In 1842 the American 
institution presented to him a silver medal for the best 
twist and the best sewing silk. Many times afterward he 



134 AN ELEMENTARY HISTORY OF NEW JERSEY 

received prizes for the best silk handkerchiefs and ladies’ 
and gentlemen’s cravats. 

John Ryle, Father of the Silk Industry. —During the 
development of the silk industry, Ryle built new buildings, 
added new and modern machinery, and employed more 
workers. He installed power looms used for weaving 
handkerchiefs, ribbons, and dress goods. His plant devel- 


Warping Frames, Silk Factory. 

oped into the greatest and best of its kind in America. 
People now spoke of John Ryle as the father of the silk 
industry. 

Ryle Becomes a Great Benefactor. —John Ryle did much 
to improve conditions in the silk industry. The welfare of 
his employees seemed constantly in his mind. He was one 
of the first employers in America to protect his workers 
from dangerous machinery. 












FIRST SILK WEAVING: JOHN RYLE OF PATERSON 135 


Ryle was also a leader in the development of the city 
of Paterson. He was largely responsible for the building 
of the Paterson Water Works. He also desired to make the 
city as healthful and as attractive as possible. To every 
kind of organization he gave generously in order to encour¬ 
age civic improvements. In John Ryle every citizen of 
Paterson had a warm friend. The poor and needy never 
looked to him in vain. 

QUESTIONS AND PROJECTS 

1. Can you add anything to what has been said of the invention 
of silk? 

2. Study this chapter for fifteen minutes. Close your books and 
select one of your number to question the class. Let the class 
decide which pupils give the best answers. 

3. What is New Jersey’s indebtedness to John Ryle? 

4. Account for the success of this silk manufacturer. 

5. In your library read about the city of Paterson, with special 
reference to the silk industry. 


CHAPTER XVII 


JAMES MARSHALL, THE DISCOVERER OF GOLD 
IN CALIFORNIA 

Nine days before Mexico and the United States signed 
the treaty of peace which ended the Mexican War, an im¬ 
portant event took place in California. On March 5, 1848 
the San Francisco Californian published the following 
announcement: 

“ Gold Mine Found. —In the newly made raceway of 
the Saw Mill recently erected by Captain Sutter, on the 
American Fork, gold has been found in considerable quan¬ 
tities. One person brought thirty dollars worth to New 
Helvetia, gathered there in a short time. California, no 
doubt, is rich in mineral wealth: great chances here for 
scientific capitalists. Gold has been found in almost every 
part of the country.” 

Captain John Augustus Sutter. —Captain Sutter had 
attended military schools in Switzerland and had become a 
member of the Swiss Guards. He was still a young,man 
when he resigned from the army and came to America. 
With a few friends he journeyed westward across the plains 
and mountains. He first visited the Hawaiian Islands; 
later he sailed in a trading vessel for Alaska which was at 
that time a Russian province. Tales of the wonders of 
California influenced him to locate permanently in this 
state. Upon arriving, he built a fort on the winding banks 

136 


JAMES MARSHALL , THE DISCOVERER OF GOLD 137 

of the Sacramento River. In a short time he owned a large 
estate in the Coloma 1 Valley. It was on this estate that 
James Marshall worked for Captain Sutter. 

James Marshall, a Jerseyman. —James Marshall’s par¬ 
ents lived at Marshall’s Corner, Hunterdon County, New 
Jersey. Later they purchased a home in Lambertville, 
where James was born October 8, 1810. 

In these days it was impossible to secure a good educa¬ 
tion in the schools. James attended the local school but 
made no attempt to secure a higher education. From the 
very beginning of his school days he became interested in 
his father’s workshop. James at first enjoyed working 
with his father, but he grew discontented with life in such 
a small place. 

Westward Ho! —During his leisure* hours young James 
read much of the great opportunities to be found in the 
Far West. One morning he placed a few clothes in an old 
bag, and bade his parents and friends farewell. The young 
mechanic started out for the west to seek his fortune. 
After a long,'weary journey of several weeks he finally 
reached Crawfordsville, Indiana, where he secured a posi¬ 
tion as a carpenter. But something within still urged him 
on. He moved first to Warsaw, Illinois, and then to a 
small town in northwestern Missouri. 

James Marshall’s Homestead— In these early days the 
government offered “ homesteads ” to those who would 
assist in developing the western part of our country. 
James Marshall secured a homestead and began farming and 
herding. This kind of life so appealed to him that he 
decided to remain there permanently. But he soon suf- 


An Indian word pronounced Coo-loo-ma. 


i 3 8 AN ELEMENTARY HISTORY OF NEW JERSEY 


fered from ill health. A disease known as fever-and-ague 
threatened his life. 

On to California.—His friends urged him to make 
arrangements with the government to procure land in 
California. Pictures of redwood forests and fertile valleys 
appealed to him. Marshall hesitated to journey farther 
west because of the danger from Indians and the severe 
temperatures of the passes of the Rocky Mountains. His 
poor health, however, made an immediate change of cli¬ 
mate necessary. In the spring of 1845 he and a little band 
of forty-five friends set out on horseback for the Golden 
Gate. 

Troubles with the Mexicans.—This little party, well-nigh 
exhausted, finally arrived in California. Shortly after their 
arrival, a war between the whites and the Mexicans broke 
out, called the “ Bearflag War.” The name came from the 
battle flags upon which was drawn the picture of a bear. 
The campaign lasted about a year. Prior to the war 
Marshall had worked for Captain Sutter, but when he 
returned to Fort Sutter, he found that his little ranch had 
been overrun with bandits, and his stock and cattle stolen. 

Marshall Builds a Sawmill.—James Marshall was so dis¬ 
couraged that he went to Captain Sutter for advice. The 
owner of Fort Sutter, of course, wanted him to remain. The 
great forests that covered the country now gave Marshall a 
new idea. He decided to build a sawmill on the south fork 
of the American River, in Coloma Valley, where there was 
considerable timber and excellent waterpower. Captain 
Sutter agreed to furnish the capital; John Marshall was to 
supply the necessary labor. 

The Greatest Event in the Far West.—In a short time 
workmen under Marshall’s supervision began constructing 


JAMES MARSHALL, THE DISCOVERER OF GOLD 139 


the mill and digging the race. It was customary to throw 
out the boulders and small rocks during the daytime in 
order that the gate of the forebay could be raised at night 
to allow the water to wash away the small pebbles and dirt. 
Let Mr. Elias Vosseller of Flemington, New Jersey, an able 
authority upon this subject, continue the story: 

“ On that memorable morning Marshall went out as 
usual and, after closing the forebay gate, thus shutting off the 
water, walked down the tail race to see what sand and gravel 
had been removed during the night. Having strolled to 
the lower end of the race, he stood for a moment examining 
the mass of debris that had been washed down, when his 
eye caught the glitter of something that had lodged in a 
crevice, covered with a few inches of water. Picking it up, 
he found it was very heavy, of a peculiar color, and unlike 
anything he had seen there before. Recalling all he had 
heard or read about minerals, he concluded this must be 
either sulphate of copper or gold. Knowing that sul¬ 
phate of copper was brittle, and gold malleable, he placed 
the specimen on a flat stone and pounded it with another. 
It did not crack or scale off. It simply bent under the blows. 
This, then, was gold!” 

Friends ridiculed Marshall when he told them about his 
remarkable discovery. Even Captain Sutter at the fort 
did not believe the specimens were real gold. Lieutenant 
W. T. Sherman, who became General Sherman and with 
his army “ Marched through Georgia,” examined the nug¬ 
gets and pronounced them genuine gold. The secret of the 
discovery of gold then spread like a rushing torrent. 

The “Forty-niners.”—Tremendous excitement prevailed 
in every community that heard of the discovery of gold. 


1 4 o AN ELEMENTARY HISTORY OF NEW JERSEY 


To get rich quickly men, women, and even children left 
their homes in every part of America. It is said that people 
from every country in Europe set out for the “ Land of 
Gold.” Many New Jersey families left for California on 
steamers by way of Cape Horn. These gold-seekers were 
called the “ forty-niners ” because the rush for the gold 
fields took place in 1849. 

The Unfortunate Jerseyman.—One would suppose that 
the discoverer of gold would become wealthy within a short 
time. This was not the case with James Marshall. Law¬ 
less gold-seekers immediately took possession of the saw¬ 
mill and the land in that valley. The adventurers organ¬ 
ized themselves into a secret society, called the “ Hounds,” 
whose purpose was to rob, steal, and even murder in order 
to obtain gold. Marshall’s life was threatened, for these 
cruel men believed he knew the exact location of the gold. 
He was forced to flee in order to save his life. 

The Vigilant Committee.—Some of the law-abiding cit¬ 
izens organized a Vigilant Committee to enforce law and 
order. During the first week a number of desperate crim¬ 
inals were captured and hanged. In fact, there were so 
many “ hangings ” in the town called Placerville that it 
soon became known as “ Hang town.” In spite of the des¬ 
perate conditions thousands of people began pouring into 
the region. Along the various trails to California one 
could see the bleaching bones of oxen and horses and the 
graves of men, women, and children. The Committee put 
forth a great effort not only to prevent crime, but to assist 
these unfortunate and weary travelers. 

Marshall Returns to His Native State.—Neither James 
Marshall nor thousands of others found wealth. But this 
tremendous migration marked the beginning of great west- 


JAMES MARSHALL , THE DISCOVERER OF GOLD 141 


ern development. James Marshall returned to Lambert- 
ville to visit his friends and relatives. He believed that 
the hills of his old home contained gold, but examina¬ 
tion of a few specimens of rock convinced him that they 
contained none of the precious metal. He soon afterward 
returned to his ranch in California. At his death his 
estate was valued at less than four hundred dollars. It 
is lamentable that the “ Discoverer of Gold ” should have 
died a poor man. 

QUESTIONS AND PROJECTS 

1. Examine a map of California. Locate Fort Sutter, and the 
exact spot where Marshall found gold. 

2. New Jersey learns about the discovery of gold. Some friends 
of Marshall leave for the gold fields. Dramatize the incident. 

3. In another text find out all you can about the “ forty-niners.” 

4. How do you account for the fact that the discoverer of gold 
died a poor man? 

5. Why is it that a number of historians give the credit for dis¬ 
covering gold to Captain Sutter? 

6. Give proofs that Marshall discovered the gold. 

7. Read that part of the life of General Sherman which describes 
his experiences in the gold region. 

8. Would it be a good idea to erect a monument in honor of 
the Discoverer of Gold ? 

9. What methods could best be used to secure sufficient funds for 
a memorial tablet? 


CHAPTER XVIII 


COMMODORE ROBERT FIELD STOCKTON 

His Ancestors.—A century before the signing of the 
Declaration of Independence, the Quaker ancestors of 
Robert Field Stockton emigrated from England to America 
in order to secure religious freedom. They settled near 
Princeton. 

John Stockton and Richard Stockton.—The commodore’s 
great-grandfather was John Stockton, one of the first 
presiding judges of the Court of Common Pleas of the 
County of Somerset. His eldest son, Richard, the grand¬ 
father of our New Jersey hero, became Judge of the Supreme 
Court. Richard Stockton was also one of the signers of the 
Declaration of Independence. 

The Hero’s Inheritance.—How often it happens that our 
successes in life are due largely to the qualities we inherit 
from our parents. Robert inherited exceptional qualities 
of character, education, and refinement which began to 
stand out prominently during his early life. 

His College Life.—In those days students entered college 
at a much earlier age than they do to-day. At the age of 
thirteen Robert entered the freshman class at the College of 
New Jersey, now Princeton University. From the first he 
did exceptional work in mathematics, languages, and public 
speaking. It is said that he would have received the high¬ 
est honors in his class if he had remained at the university. 

142 


COMMODORE ROBERT FIELD STOCKTON 143 


Robert Stockton Leaves College.—About this time the 
young college student began reading the adventures of 
Captain Nelson. This daring sea-captain’s fame so in¬ 
spired young Stockton that he decided to leave college and 
enter the navy. Robert made application for a midship¬ 
man’s warrant and received 
his commission in Septem¬ 
ber, 1811. 

Stockton Educates Him¬ 
self .—Though Robert Stock- 
ton had left college, he did 
not give up his studies. His 
opinion that the successful 
man is the educated man 
certainly showed his sound 
common sense. During his 
leisure hours he found time 
to study Shakespeare, Cic¬ 
ero, and Lord Bacon. 

He Sails on the Frigate 
President. — In February, 

1812 the former student left his home at Princeton to return 
to the frigate President , riding at anchor in the harbor of 
Newport, R. I. Shortly afterward the President sailed 
quietly out of the harbor with instructions to protect 
American shipping from the British warships which were 
patrolling our coast in search of merchantmen. 

Stockton Sees Action.—On June 21, 1812 Commodore 
Rodgers left the harbor of New York with a squadron con¬ 
sisting of the President , Congress , Hornet , and Argus. On 
the second day of the voyage the President met the British 
frigate Belvidere. Under cover of fog and darkness the 



Robert F. Stockton. 





i 4 4 AN ELEMENTARY HISTORY OF NEW JERSEY 


British frigate escaped, but not before shells from the Pres¬ 
ident not only damaged the vessel but killed and wounded 
a number of British seamen. Commodore Rodgers com¬ 
plimented young Stockton upon his work throughout the 
engagement. 

After this first engagement with the enemy the President 
continued to cruise for a period of three months, capturing 
or sinking a number of British vessels. Young Stockton 
enjoyed this kind of life. He also grasped every possible 
opportunity to study naval operations. 

His African Work.—At the close of the war with Tripoli 
Robert Stockton became interested in another kind of 
work. In America there was at this time an organization 
called the “ Colonization Society.” Many people in Great 
Britain and the United States believed in treating the 
negroes with kindness. What should be done with the 
colored people who had secured their freedom was a grave 
problem. A number of men and women thought that these 
people should be returned to Africa whence their ancestors 
had come. In 1812 Robert Field Stockton sailed with 
agents of this society for the western coast of Africa. 

The purpose of this society was to establish a colony for 
former slaves. Final plans and details had been left to the 
Jerseyman to carry out after his arrival. To buy land from 
the savages, to convince them of the honorable intentions of 
the Americans, and to found the colony was a difficult and 
important task. 

Liberia is Founded.—As a result of Stockton’s efforts and 
perseverance a new country called Liberia was established. 
At first this territory on the west coast of Africa was recog¬ 
nized by all nations as a colony of the United States. In 
1847, however, Liberia became an independent nation. 


COMMODORE ROBERT FIELD STOCKTON 145 

This negro republic, which to-day has a population of 
nearly fifty thousand, has made treaties with most of 
the large and powerful nations. Great credit is due the 
fighting student from Princeton for his share in the found¬ 
ing of this republic. 

Stockton Designs a Modern Battleship.—In 1838 Robert 
Field Stockton, now a captain, turned his mind toward 
improving the ships of the navy. At this time the war- 
vessels were side-wheelers, with their vital machinery above 
the water-line. It was obvious that vessels of this type 
could not long withstand fire from the guns of the enemy. 
Stockton believed it would be a good idea to construct a 
battleship with all boilers and engines below the water-line. 
He made a small model that seemed practical in every way. 

His model was received with such favor that Captain 
Stockton asked Congress to assist him in building a vessel 
upon the lines of his model. His request was granted, and 
at Philadelphia was built the first steamship of the navy, 
christened the Princeton. All machinery was below the 
water-line; and on deck were mounted guns requiring 
shells weighing over two hundred pounds. 

Captain Stockton Predicts War with Mexico—In 1836 
the territory of Texas seceded from Mexico. The country 
in the region of the Rio Grande was now in a state of 
wild disorder. As Congress believed it an opportune 
moment to invite Texas to become a member of the Union, 
President Tyler selected Captain Stockton to carry the 
“ annexation resolutions ” to the government of Texas. 
Stockton sailed on the Princeton , the vessel he had designed, 
and delivered,his papers to the proper officials. While there 
he quickly discovered that Mexico expected to declare war 
upon the United States. Upon his return to Washington 


146 AN ELEMENTARY HISTORY OF NEW JERSEY 


he informed the new President, James K. Polk, of the Mex¬ 
ican situation. 

Captain Stockton’s Southern Cruise.—On October 25, 

1844 Captain Stockton received orders to sail for the 
Sandwich Islands. Leaving on the Congress , he soon 
reached Rio de Janeiro, Brazil. From here he rounded 
Cape Horn, stayed a few days at Valparaiso, and finally 
arrived at Callao to take on supplies. At this port Captain 
Stockton had an interesting experience. Learning that an 
American citizen had been imprisoned without cause, the 
commander of the Congress called on the Peruvian officials 
for an explanation. As the authorities refused to release 
the American, Captain Stockton took his watch from his 
pocket, remarking: “ I will give you fifteen minutes to 
release this American citizen! If he is not given up in that 
time, the guns from the Congress will open the prison 
doors.” 

The authorities saw the vessel in the harbor with its 
loaded guns pointed toward their city. Realizing that the 
American commander meant business, they ordered the 
immediate release of the prisoner. 

He Arrives at Honolulu.—Prior to Stockton’s arrival at 
Honolulu there had been a great deal of trouble between 
the natives and the Americans; in fact, the American flag 
had been hauled down from the consul’s house. In a stir¬ 
ring address to three thousand natives and foreigners Cap¬ 
tain Stockton cleared up all misunderstanding, and did 
much to re-establish a friendly feeling among the people 
of the islands. 

Stockton Sails to California.—Captain Stockton there¬ 
upon sailed for California, where he met Commodore Sloat, 
the commander of a squadron which comprised the 


COMMODORE ROBERT FIELD STOCKTON 147 


Savannah, Portsmouth, Cyane, and Warren. Shortly after 
his arrival, Commodore Sloat was forced to resign on 
account of ill health. The government now made our hero 
a commodore, and gave him full charge of the squadron in 
the Pacific waters. 

Conditions in California.—The mother country, Spain, 
had neglected California, which was inhabited by Indians, 
Mexicans, and a few Spaniards. During Stockton’s long 
voyage war had been declared between Mexico and the 
United States and Commodore Sloat had already taken 
Monterey and San Francisco. Commodore Stockton at 
once organized a little army of sailors, marines, and hunters. 
Assisted by Lieutenant-Colonel Fremont, who was explor¬ 
ing the territory, he succeeded in capturing Los Angeles, 
the Mexican capital of California. 

A Dispute as to Authority.—Commodore Stockton now 
appointed Lieutenant-Colonel Fremont governor of the 
newly acquired territory. Another Jerseyman, General 
Stephen Kearny of Newark, claimed that an army officer 
is higher in rank than one in the navy, and that therefore 
he should have the right to appoint the governor. A 
court-martial, called to settle the dispute, upheld General 
Kearny’s contention. He thereupon became governor of 
the territory of California. These two Jerseymen, however, 
deserve much credit for their efforts to establish peace in 
the “ Land of Gold,” as it has been called. Those of you 
who visit the “ Golden Gate ” will find that the names 
of Stockton, Kearny, and Fremont stand out gloriously in 
the history of California. 

Commodore Stockton Returns to New Jersey.—Commo¬ 
dore Stockton believed that his work was now completed 
and resigned his commission. As there were no railroads 


148 AN ELEMENTARY HISTORY OF NEW JERSEY 


through the west in those days, he was forced to travel on 
horseback. The return journey was marked by frequent 
attacks from savages. Upon one occasion an arrow from 
an Indian’s bow passed through the fleshy part of the com¬ 
modore’s thigh, but as it had not been poisoned, the wound 
was not a serious one. 

The people of New Jersey gladly welcomed their hero 
upon his return. Friends and relatives in and about Prince¬ 
ton assembled to thank him for his great service to the 
country. 

Stockton a Popular Figure.—The nation rejoiced at his 
homecoming. His successes abroad, and in “ the Land of 
Gold,” and his high character made him a favorite with all 
classes. New Jersey immediately elected him United 
States Senator. It was he who was responsible for the 
passage of a law prohibiting corporal punishment in the 
navy. 

Commodore Stockton’s record was a truly remarkable 
one. It was always his policy to obey authority, and to 
carry out orders without question. New Jersey has reason 
to be proud of one whose record as a man, a patriot, and a 
citizen was brilliant indeed. 

QUESTIONS AND PROJECTS 

1. What did this hero inherit from his ancestors? 

2. During the early days pupils often entered college at twelve 
and thirteen years of age; to-day the average age is seventeen or 
eighteen. How do you account for this difference? 

3. What is the difference between a frigate and a battleship? 

4. Ask another member of the class to tell you about the life of 
Commodore Decatur. Be prepared to relate anything of impor¬ 
tance which he may omit. 


COMMODORE ROBERT FIELD STOCKTON 149 


5. Prepare a list of five questions on Liberia. Be prepared to 
answer your own questions in class. 

6. Make a list of the important incidents in the life of our New 
Jersey hero. 

7. Write a brief outline of this chapter. 


CHAPTER XIX 


GENERAL PHILIP KEARNY 

Philip Kearny’s Childhood.—We read in the Kearny 
family Bible that Philip was born on June i, 1814, at No. 3 
Broadway, New York City. His parents afterwards moved 
to the vicinity of Newark, where his father inherited a fine 
old mansion surrounded by a very large estate. “ Bel- 
grove,” the Kearny home, may be seen to-day as it stands 
upon a high bluff overlooking the Passaic River. 

Little Philip soon made many friends among the boys of 
the neighborhood. They used to come often to the big 
house to “ play soldier ” with him. Reverend Mr. Beck 
took a great liking to Philip. In later years he would often 
say, “ I cannot understand how the kind and gentle lad I 
used to know could grow up such a brave and fearless 
fighter.” 

Philip’s Fondness for Horses.—Philip Kearny loved 
horses. When he was only eight years old his father gave 
him a beautiful pony. Soon he became a very good rider, 
but also a very reckless one. He would gallop his pony at 
full speed around the estate and over all the roughest roads 
that he could find. You see, Philip wanted to become a 
brave soldier. His heart was set upon some day joining the 
cavalry. 

Philip Kearny in the Service.—Philip had been studying 
law only a short time when he decided to join the army. 

150 



GENERAL PHILIP KEARNY 151 

On March 4, 1837 was appointed second lieutenant in 
the First United States Dragoons. Very soon afterward 
President Van Buren sent him to France to study the 
French cavalry and their ways of fighting. In France and 
in Algiers Kearny learned many things which were of use to 
him when he returned to his own country. 

The Mexican War.—When Mexico declared war against 
the United States the Jerseyman was living in Illinois. 


General Kearny’s First Home, Newark. 

On fire to help his country win the war, he at once recruited 
a regiment of soldiers at Springfield, Illinois. It is inter¬ 
esting to know that in this undertaking he was ably assisted 
by Abraham Lincoln. Having a small fortune himself, 
Philip Kearny did not wait for the Government to supply 
him with necessary funds. He lost no time in purchasing 
guns, ammunition, horses, and supplies. From New Orleans 
he proceeded with his command to the Mexican border. 

After the battle of Monterey he joined the forces com- 













152 AN ELEMENTARY HISTORY OF NEW JERSEY 


manded by General Taylor. Philip Kearny was now pro¬ 
moted to a captaincy. During the engagement at Vera 
Cruz, Captain Kearny acted as bodyguard for General 
Scott. Later, at the battles of Contreras and Churubusco, 
he had the misfortune to lose his left arm. However, 
for his bravery in action he was promoted to the rank of 
major. 

Kearny sees Action in Europe.—In 1859 Kearny took an 
active part in the campaign against the Rogue River Indians 
in California. After their defeat .he returned home to his 
estate near Newark, but he was not content to spend all 
his time in New Jersey. He went to Europe and joined a 
French command which was stationed at Alexandria, 
Egypt. During the war in Italy he was attached to the 
cavalry under Napoleon the Third. For his gallantry at 
the battle of Solferino and elsewhere he was decorated, 
receiving the cross of the Legion of Honor. At that time 
he had the distinction of being the first American to receive 
this honor. 

Major Kearny in the Civil War.—Upon his return from 
the battlefields of Europe, Philip Kearny realized that war 
was about to break out between the North and the South. 
When war was finally declared, Major Kearny immediately 
offered his services to the Union. For some unknown reason 
his offer was declined. Philip Kearny thereupon decided 
to organize a force of his own at Newark, as he had done 
some years before at Springfield, Illinois. The First New 
Jersey Battalion, composed of the first, second, and third 
regiments, quickly took the field. President Abraham 
Lincoln made Kearny a brigadier-general. 

His Fondness for His Men.—General Kearny was very 
fond of the troops under his command. When General 


GENERAL PHILIP KEARNY 


153 


McClellan once offered him the command of Sumner’s 
division, he declined because he preferred his own New 
Jersey troops. Once, when given an opportunity to select 
the men who would take part in a certain engagement, he 
replied, “ Give me Jerseymen; they never flinch.” 

On May 2, 1862 General Kearny was put in command 
of the Third Division of the Third Corps. The most im¬ 
portant battle in which he took part was that of Williams¬ 
burg. In this engagement he assisted General Hooker’s 
Division and, by his splendid work, made victory possible 
for the Northern troops. 

New Honors for General Kearny.—General Kearny was 
now made a major-general of volunteers. It was at the 
battle of Fair Oaks that he ordered the officers of the Third 
Division to wear “ red badges ” on their caps so that they 
might be easily distinguished in battle. Before long the 
entire division began wearing diamond-shaped badges. 
Later all divisions adopted this scheme. 

After the battle of Fair Oaks, General Kearny was asso¬ 
ciated with General Pope’s army. With Pope he took part 
in the second battle of Bull Run. 

General Kearny Meets Death.—One morning when in¬ 
specting the camp General Kearny was caught in a severe 
rainstorm. By mistake he rode too near the Confederate 
lines. When he realized his position he spurred his horse 
in the other direction, but rebel sharpshooters picked him 
off before he could reach a place of safety. The bullet 
entered his spine and he died within a few minutes. 

General Lee greatly regretted General Kearny’s death. 
Arrangements were at once made for a brief armistice while 
Generals Jackson and Ewell of the Confederate army, under 
a flag of truce, carried the body of the Jerseyman to the 


154 AN ELEMENTARY HISTORY OF NEW JERSEY 


Union trenches. Both the Blue and the Gray stood rever¬ 
ently with bowed heads while regimental bands played 
softly. General Philip Kearny had given his life for his 
country. 

To-day there stands in a city park at Newark a beau¬ 
tiful statue of Major-General Philip Kearny. It was 
erected by the citizens of New Jersey in memory of this 
great Jerseyman, who was a soldier, a leader, and a patriot. 

QUESTIONS AND PROJECTS 

1. On the map of the United States locate the various places 
mentioned in this chapter. 

2. Find out the causes of the Civil War. Let one member of 
your class make a report*on the part that New Jersey troops took 
in the various campaigns. 

3. Write out a review of the career of General Kearny. 

4. Make a list of the more difficult words in this chapter. See if 
the class can spell them correctly. 

5. Make a collection of pictures relating to the career of this hero. 


CHAPTER XX 


EARLY NEW JERSEY INVENTORS 

The First Steamboats.—Many people believe that Robert 
Fulton was the inventor of the first steamboat. When 
Watt perfected the steam engine, there were those who 
thought that an engine could be made to run boats. At 
least a century before Robert Fulton lived, people had 
experimented with power-driven craft. It is a fact, how¬ 
ever, that two Jerseymen, James Rumsey and John Fitch, 
were the first to propel boats by steam in America. 

. James Rumsey.—James Rumsey was an inventor of con¬ 
siderable note. Early in his life he turned his attention 
to improving the machinery in mills and factories. During 
his leisure hours he thought of a scheme to run boats by 
using a Watt engine. At Shepardstown, a little village in 
Virginia, Rumsey produced a crude vessel which allowed the 
water to enter the bow; the engine then forced the water 
out at the stern. Although his vessel moved slowly, this 
inventor had paved the way for the invention of the modern 
steamboat. 


JOHN FITCH 

John Fitch's Early Life—John Fitch was born in Con¬ 
necticut early in 1743. When quite young he learned the 
watch-making trade, and traveled from city to city repair- 

155 



56 AN ELEMENTARY HISTORY OF NEW JERSEY 


ing watches. At the outbreak of the Revolutionary War he 
moved to Trenton and enlisted in the Continental army. 
While spending his first winter at Valley Forge he began to 
work out his ideas for inventions. This mechanic was not 
only a good soldier but also a practical inventor. 

His Model Steamboat.—In the village of Neshaminy, 
Pennsylvania, just outside of Philadelphia, John Fitch built 
a model of his paddle-wheel boat. The boat worked so 





rt /itch Born irt Corin' 2/ ,h ot ,/une /7ict first me Sine/ Arm rt trtrtners AoV, 

t an apprentice to a tt'atch - ntaAer. thru rt store, at Trenton A’d with a star A- r a inert 
AOOt/do/i' ai/pfwhich nos destroy re/, when the British foot ■ Te/iton nest a 
irt/tenant /n the ji.Armp, tah-en prisoner At/ the fndtae/s, a.nd safe/ /ram one trthe 
another fhrou gth the At l4 Territory, untd hr mas purchased Ay an hiny/is ft rent n and 
Mar o/drtincdhis B-ecdom /funny 6his time hr Arcana acquainted with that part of the 
country otwhich he made a mop, and a/thouyh printed on a com mon (idee press it hod 
an ej-temnr safe f/c mas then a Mr,sync , , f'rn/ud y, then a ti ,/fnmneer nr />" and on 


Fitch’s First Steamboat. 


successfully on an inland stream that he reported his 
success to President Ewing of the University of Pennsyl¬ 
vania. 

President Ewing urged John Fitch to present his ideas to 
Congress. The inventor thereupon interviewed Lambert 
Cadwalader and William Churchill Houston. These two 
Jerseymen possessed great influence. It happened, however, 
that these men could not persuade Congress to aid Fitch. 
Somewhat discouraged, the inventor interviewed Don Diego 











EARLY NEW JERSEY INVENTORS 157 

Gardoqui, the minister from Spain. As the minister wanted 
his country to benefit from the invention, he offered to 
assist the poor American, but for patriotic reasons John 
Fitch would not consent to this proposition. 

He Appeals to the New Jersey Legislature.—The legisla¬ 
ture had already discussed ways and means of constructing 
canals and of using the rivers to transport freight. Fitch 
asked the legislature to support his project. As people were 
skeptical of steamboats, the former watchmaker did not 
receive any funds for his purpose. However, he did obtain 
permission, in March, 1786, to navigate the streams of the 
state for a period of fourteen years. 

His First Steamboat.—The citizens of Philadelphia sup¬ 
plied him with funds with which to build the first steam¬ 
boat. During the following summer Fitch and a friend 
named Voight built a crude boat forty-five feet long on 
the banks of the Delaware. The vessel was equipped with 
paddle-wheels, a homemade boiler, and a Watt engine. 
People laughed at this curious affair; they believed that 
the weight of the crude machinery would sink the craft. 

His Steamboat Moves—On August 22, 1787 the inventor 
invited the public to see his new boat perform. Curious 
spectators lined both the New Jersey and Pennsylvania 
shores, the majority of whom thought Fitch was crazy. 
Fitch, however, was so positive his steamboat would be a 
success that he invited the members of the federal con¬ 
vention and other famous persons to witness the trial trip. 
Orders were given to raise the anchor. At the pilot-wheel 
stood Fitch with his hand on the throttle. As he turned 
on the steam the paddle-wheels began to churn the water. 
In spite of tide, wave, and wind, the boat crept slowly up 
the river in the presence of the cheering throng. 


158 AN ELEMENTARY HISTORY OF NEW JERSEY 


Another Steamboat is Launched.—Before the end of 
another year Fitch built his second steamboat. He had 
made a few improvements, such as paddles on the stern con¬ 
nected directly with the engine. The first trip between 
Philadelphia and Burlington was a great success, although 
the bursting of a steampipe was an unpleasant incident. 
Official tests showed that the speed of this craft was nearly 
eight miles per hour. 

During the summer of 1790 Fitch used the vessel to carry 
passengers, mails, and merchandise between Philadelphia 
and Trenton. Occasionally the craft made Sunday trips 
as far as Chester, Pennsylvania. By September the boat 
had covered over two thousand miles. 

Robert Fulton.—The fame of John Fitch’s steamboat 
spread far and wide. A number of interested mechanics 
began to experiment with power-driven boats. In Lan¬ 
caster, Pennsylvania lived Robert Fulton, an artist and 
mechanic. While studying art in France, he had found 
time to work with diving boats, torpedoes, and steamboats. 
Through the assistance of our American minister in France, 
Robert R. Livingston, he had secured permission to operate 
a steamboat on the Hudson River. In 1807 young Fulton 
launched the Clermont which made a successful trip from 
New York to Albany. 

Fulton’s Claims Disputed.—Fulton claimed to be the 
inventor of this type of steamboat, but a committee of 
investigation found that Fulton had used Fitch’s drawings 
in constructing the Clermont. Also, the Clermont resem¬ 
bled the boats built by the Jerseyman. Facts proved that 
Fulton was not the inventor of the first steamboat. To 
John Fitch belongs the credit for this invention. 


EARLY NEW JERSEY INVENTORS 


59 


A Blow to New Jersey.— Fulton and Livingston secured 
the sole right to run steamboats on the lakes and rivers of 
New York State for a period of twenty years. As New York 
claimed that her boundary line extended to the New Jersey 
shore of the Hudson River, this was a blow to the steam¬ 
boat pioneers of New Jersey who had expected to navigate 
the waters of the Hudson. 

JOHN STEVENS 

John Stevens’ Early Life. —John Stevens was born in 
New York City in 1749. When quite young he became 
interested in machinery. He also loved to read and to 
study. When still a young man he bought the land where 
the city of Hoboken now stands, and after graduation at 
King’s College came to live on his Jersey estate. 

John Stevens Builds the Phoenix .—John Fitch’s success 
had prompted John Stevens to experiment with steam¬ 
boats. One year prior to the successful trip of the Cler¬ 
mont, John Stevens designed the Phoenix, which was built 
by his son Robert. As New York forbade the use of the 
Hudson River, Stevens decided to use the boat elsewhere. 

The First Ocean Steamer. —In 1809 the Jersey steamboat 
builder sent the Phoenix to Philadelphia. This was the 
first vessel propelled by steam to venture out into the ocean. 
It made regular trips from Philadelphia to Borden town. 
Another ship, the Raritan, ran from New York to New 
Brunswick. As a stage route ran from there to Bordentown, 
this made a direct through route from New York to Phila¬ 
delphia. 

Trouble in New Jersey. —Under the New York law 
Livingston and Fulton claimed profits on the New Jersey 
steamboats. The people rose up in protest. To retaliate 


160 AN ELEMENTARY HISTORY OF NEW JERSEY 


the state legislature levied a heavy tax on the Sandy Hook 
Lighthouse, which was then owned by New York. 

John Stevens goes to Philadelphia. —John Stevens 
decided to continue operating his steamboat in spite of the 
New York State law. At Philadelphia he tried to interest 
several men of wealth in opening a steamship line to Balti- 



Stevens* First Ironclad. 


more. The plan failed on account of lack of public interest 
and possible war with Great Britain. 

Important Inventions— In 1804 John Stevens had con¬ 
structed a four-bladed screw propeller for use on steam¬ 
ships. The same year he had also produced a tubular 
boiler for boats. For a long time the people of New York 
and New Jersey had wished for power boats with which to 



EARLY NEW JERSEY INVENTORS 161 

cross the Hudson River. This inventor built the first 
ferryboat, christened the Juliana , which made its first trip 
on October n, 1811. 

His Interest in Railroads.—When America was engaged 
in a war with England, John Stevens urged our government 
to consider building railroads. He believed that canals 
were not practical, as it required too much time to transport 



John Stevens’ Locomotive. 


freight by this method. He had visions of a network of 
railroads connecting all the cities of America. People 
laughed at his queer ideas. In 1812 this inventor published 
a pamphlet entitled, “ Documents Tending to Prove the 
Superior Advantage of Railways and Steam Carriages Over 
Canal Navigation.” 

His efforts paved the way for the building of the original 
New York Central Railroad system. In 1823 he secured 
a charter from the State of Pennsylvania for a railroad con- 




162 AN ELEMENTARY HISTORY OF NEW JERSEY 


necting Philadelphia with Lancaster. Three years later he 
made a locomotive having a multi-tubular boiler, the first 
engine of its kind to run in America. Tested on a circular 
track on his estate- at Hoboken, this new engine was able to 
carry six people at a speed of twelve miles per hour. 

His Two Sons.—John Stevens had two sons, Robert L. 
Stevens and Edwin A. Stevens, who helped him with his 
inventions. Robert and Edwin were joint inventors of 
engines. They designed and constructed the first railroad 
tracks, and also the first iron-clad ship. 

Stevens Institute of Technology.—On April 15, 1867, 
Edwin, in his will, bequeathed a block of ground in the city 
of Hoboken, valued at $150,000, to be used for the site of an 
institution of learning. In order to support the school he 
left an endowment fund of one-half million dollars. 

The Institute has become a school of mechanical engi¬ 
neering. There are approximately seven hundred students 
enrolled. Over two thousand men living in all parts of the 
country are proud to be called graduates of Stevens Insti¬ 
tute of Technology. 


SETH BOYDEN 

In Washington Park, Newark, there stands a beautiful 
monument, erected in honor of Seth Boyden, one of New 
Jersey’s greatest pioneers in manufacturing and inventing. 
With his shirt sleeves rolled up as he stands by his anvil, 
his leathern apron about him, the statue is a true repre¬ 
sentation of the real Seth Boyden. 

His Early Life.—Seth Boyden was barn at Foxborough, 
Mass., on November 17, 1798. Seth made a fair record in 
the local schools, but his greatest interest seemed to be in 


EARLY NEW JERSEY INVENTORS 


63 


mechanical things. His boy friends frequently remarked 
that it was young Seth who could solve all their mechanical 
problems. 

He used to busy himself making wagons, sleds, and toys. 
Whenever a friend wanted a new toy, he always went over 
to Seth Boyden’s shop. Seth was about seventeen years 
of age when his parents left New England and moved 
to Newark. The family 
built a comfortable home 
near Bridge Street on Broad 
Street. 

Seth goes to Work. —Seth 
Boyden’s first position was 
in a nail and brad factory. 

This was just the kind of 
work he enjoyed. Within 
the first month, he surprised 
the employees of the factory 
by inventing a machine that 
would make nails faster 
and better than by the old 
process. He next turned 
his attention to a machine for cutting brass and mak¬ 
ing tacks. These machines were pronounced a great 
success by skilled workers, who were surprised at the ability 
of this young mechanic. 

The Inventor Builds a Locomotive. —Seth Boyden had 
heard much about the new engines that were being imported 
from England. One day he examined the John Bull as it 
stood on the wharf at Burlington. The young inventor 
made up his mind that he could also make a locomotive. 
Those who have seen the first locomotives Seth Boyden 





164 AN ELEMENTARY HISTORY OF NEW JERSEY 


built have been amused. One was called The Orange , 
and the other The Essex. People who saw these two 
engines in later years remembered principally the gigantic 
smokestacks and the whisky barrels that held the water. 
The engines were sold to the Morris and Essex Railroad 
Company, now a part of the Lackawanna system. 

Other Inventions by Seth Boyden. —It has been often 
said, “ Once an inventor, always an inventor.” After 
building his locomotives Seth Boyden turned his attention 
to other inventions. He was the first man in our country 
to manufacture patent leather. He also invented the art of 
taking photographs. 

Seth Boyden Retires. —When Seth Boyden became old he 
was forced to retire from active business. He bought a 
large farm in what is now Hilton, a part of South Orange, 
where he began raising many kinds and varieties of flowers 
and fruits. The people of Newark were surprised one day 
to see in store windows a new strawberry that had just been 
grown by Seth Boyden. These soon became known as the 
“ Seth Boyden Strawberries.” 

His Character. —Seth Boyden was a quiet, dignified, and 
well-read man. Of a cheerful disposition, he was always 
assisting people in all walks of life. He believed that no 
effort was too great or no work too hard if it could be the 
means of helping someone. 


STEPHEN VAIL AND HIS SONS 

Stephen Vail’s Boyhood. —If you should travel through 
Morris County you would meet a number of people named 
Vail. The name has been well known in that county 


EARLY NEW JERSEY INVENTORS 165 

since before the Revolutionary War. Stephen Vail was 
the first son of this family to become famous. 

One day during his boyhood young Stephen entered a 
nail factory at Ramapo, New Jersey. He did this in spite 
of a large sign in big black letters over the door—“ Posi¬ 
tively no admittance! ” A boy will often run great risks 
in order to satisfy his curiosity. No sooner had he entered 
this factory than he began to watch a man who was work¬ 
ing on a nail machine. Stephen’s presence was soon dis¬ 
covered and he was forced to leave, but not before he was 
able to take with him a mental picture of this interesting- 
looking machine. 

Stephen Vail Becomes an Inventor. —From this factory he 
went home and immediately began to design an improved 
device for making nails. Not many years afterward 
Stephen built his first nail factory at Dover. 

In 1804 Stephen, assisted by some worthy friends, 
bought the famous Speedwell Iron Works just north of 
Morristown, where the Morris Plains road crosses the 
Whippany River. In this factory he devoted himself to the 
study and perfection of worthwhile machinery. In this 
plant he invented a number of interesting devices. It was 
here that he made the boiler and driving shaft for the 
Savannah , the first steamer to cross the Atlantic Ocean. 
Encouraged by the success of the Savannah, Stephen Vail 
then began building parts for the first American locomotive. 

Alfred Vail Assists Professor Samuel F. B. Morse.— 
Alfred Vail, son of the nail manufacturer, upon graduation 
from college, became intimately acquainted with Professor 
Samuel F. B. Morse. Professor Morse had an idea that he 
could send messages great distances by means of wires, but 
he lacked the necessary capital for the development of his 


166 AN ELEMENTARY HISTORY OF NEW JERSEY 


idea. Alfred thereupon persuaded his father to lend 
Professor Morse sufficient capital to proceed with his plans. 
Professor Morse was now in possession of not only a 
generous loan but also the services of young Vail, whose 
knowledge of machinery and electricity was exceptional. 
It was Alfred Vail who in 1843 received the first telegraphic 
message ever sent on this continent. 

The Service of the Three Vails.—The other brother, 
George Vail, was the lawyer of the family. He could give 
Morse what the father and brother could not. As it was 
necessary to have an invention patented, George Vail was 
in a position to take care of important details. 

Few people realize the great service that the three Vails 
rendered Professor Morse. There are always those who are 
quick to claim credit for another’s success, but in the Vails 
the inventor found friends who could be trusted. Pro¬ 
fessor Morse publicly stated more than once that much 
of the success of the electric telegraph was due to the 
untiring efforts of the three Vails of Morris County. 

QUESTIONS AND PROJECTS 

1. Do you think of any other early inventors whose careers 
might have been mentioned in this chapter? 

2. What was the name of the first steamship to make a voyage 
on the ocean? 

3. Make a collection of pictures of steamboats from Fitch’s time 
to the present. 

4. It is said that Robert Fulton erected his workshop somewhere 
on the Jersey meadows between Newark and Jersey City. Consult 
old records and try to locate the exact spot. 

5. Examine a number of texts on American history. Whom do 
they mention as the inventor of the steamboat? Do you agree 
with them ? Give reasons for your answer. 


EARLY NEW JERSEY INVENTORS 


167 


6. Let one of the boys of the class make a model of one of the 
boats that John Fitch constructed. 

7. Account for the name “ Stevens Institute of Technology.” 

8. Select an incident from the life of Seth Boyden and tell it to 
the class. 

9. Relate the story of the telegraph. 

10. Impersonate one of the characters that you read about in this 
chapter. Let the class guess the name of the character you rep¬ 
resent. 


CHAPTER XXI 


THOMAS ALVA EDISON 

It was in 1752 that Benjamin Franklin began to experi¬ 
ment with electricity. By means of his kite experiment he 
discovered that electricity and lightning are the same. 
Eighty-three years later Professor Samuel F. B. Morse 
devised a method of sending messages by electricity. But 
it remained for Thomas Alva Edison to reveal to mankind 
the possibility of its thousand uses in everyday life. 

Thomas Edison’s Boyhood.—This inventor was born 
February n, 1847 in Milan, Ohio. Ancestors on his father’s 
side had come from Holland. His mother’s family were 
Scotch. The Hollanders have always been noted for their 
endurance, the Scotch for their intelligence and persever¬ 
ance. Is it any wonder that young Edison inherited a 
strong desire to accomplish something in the world? 

His Mother His First Teacher.—When Thomas was seven 
years of age his parents moved to Port Huron, Michigan. 
As prior to her marriage, his mother had been a teacher, 
she now gave Thomas his first instruction in the common 
branches of study. With the exception of a period of two 
months, his mother always taught him in their home. 
From the very beginning he became interested in reading 
good books. When he was an older boy he frequently 
would carry his chemistry text with him when he went out 
to play. 


THOMAS ALVA EDISON 


169 


Edison as a Newsboy. —To help support the family, 
Edison accepted a position as newsboy on a train. When 
a great battle of the Civil War took place at Pittsburg Land- 
ing, Tennessee, the young newsdealer secured a thousand 
extra copies of the Detroit Free Press, containing a 
complete account of the conflict. He then telegraphed 
the news to the various stations, and without difficulty 
sold his papers at high prices, thus making a handsome 
profit. 

Edison Edits a Paper. —While a newsboy the future 
inventor was always thinking up some new venture. With 
the money he earned on the train, it was not long before he 
purchased a small printing outfit and began publishing his 
own paper, which he called the Grand Trunk Herald. The 
paper contained the news of the day, and topics of interest 
to employees of the railroad. 

His Early Experiments. —In the opposite corner of the 
baggage-car the train editor performed simple experiments 
in physics and chemistry. One day someone dropped a 
bottle of acid by mistake on the floor of the car, causing a 
great commotion and setting the train on fire. The bag¬ 
gageman became so angry that he threw the laboratory and 
printing plant out of the car and then struck Edison so 
severe a blow on his head as to cause him to become deaf in 
one ear. 

Edison Saves a Child’s Life. —One day a short time after¬ 
ward the ex-publisher sat in the depot at Mount Clemens 
waiting for his train. As he looked out the window he saw 
a tiny child playing on the tracks in front of an approaching 
locomotive. Without thinking of his own peril, he rushed 
to the unfortunate boy and dragged him from danger. In 
gratitude for this heroic deed the station master rewarded 


170 AN ELEMENTARY HISTORY OF NEW JERSEY 

Edison by offering to teach him telegraphy. The offer was 
promptly accepted. 

Thomas Edison Learns Telegraphy. —In less than five 
months the youthful telegrapher was proficient enough to 
accept a position in the telegraph office at Port Huron which 
paid him twenty-five dollars per month. In this office he 
advanced so rapidly that he soon became the best telegra¬ 
pher of the company. During the next few years he held 
numerous positions in Canada and in the United States. 
However, he lost most of them through his keen interest in 
experimenting with chemicals and electricity. When he 
was twenty-one years of age, he discovered a way to make 
one wire perform the work of two, thus saving the Grand 
Trunk Company several thousand dollars. To show their 
appreciation the Company gave him a position in the 
Franklin Telegraph Office at Boston, Mass., also a free 
pass on the railroad. 

He Goes to Boston. —Edison assumed with enthusiasm 
his duties in this eastern city. From the very beginning 
he proved himself a capable and an efficient operator. 
During his working hours he thought of schemes to perfect 
the art of telegraphing; at night in the library he read 
interesting books on science and invention. Before the 
end of the year he had discovered a method whereby two 
messages could be sent over a wire at the same time. 
Afterwards he perfected this instrument to such a degree 
that operators could send sixteen messages over one wire at 
the same time, thus saving millions of dollars. 

In New York. —In 1871 the telegraph expert decided to 
locate in New York City, where he would have a greater 
field for study and research. Within a few months he had 
made it possible to send several thousand words a minute 


THOMAS ALVA EDISON 



171 

over a wire. This same year he brought out a device called 
the “ printing telegraph,” now in general use. From this 
invention Edison realized a large sum of money, with which 
he erected a factory at Newark. 

Edison Builds a Large Laboratory.—Three years later 
the inventor built a larger laboratory at Menlo Park. New 
inventions were now announced almost every month. 


The First Phonograph 

People began to call him the “ Wizard of Menlo Park.” 
His fame had spread throughout the world. It is said 
Edison once remarked: “ I never did anything worth 
doing by accident, nor did any of my inventions come by 
accident.” 

He Moves His Plant to West Orange—Again our in¬ 
ventor required more room. This time he decided to build 
a large laboratory at West Orange and to equip it with the 
best machinery possible. He also installed a useful library 




172 AN ELEMENTARY HISTORY OF NEW JERSEY 


for the benefit of his workmen. His employees have always 
been encouraged to read the best in literature and science. 

Edison’s Inventions.—Among Edison’s important inven¬ 
tions are: the multi-telegraph, the telephone transmitter, 
the phonograph, the electric torpedo, the motion picture, 
the electric car, the electric light, the storage battery and 
others. 

What We Owe to this Great Inventor. —Do you realize 
that many of the things we use and enjoy every day we 
owe to this great scientist? It would not be very pleasant 
to return to the days of kerosene lamps, horse-drawn cars, 
and old-fashioned music boxes. New Jersey may well be 
proud of her electrical “ Wizard ” who, through industry 
and patience, has made this a better world in which to live. 

QUESTIONS AND PROJECTS 

1. Tell about the boyhood of Thomas A. Edison. 

2. How did young Edison become interested in electricity? 

3. Make a list of Edison’s important inventions. 

4. Write a paragraph on the following topic, “ How I should 
spend my leisure moments.” 

5. Let one of the members of the class bring a telegraph instru¬ 
ment to class. Let him explain how it works. 

6. Perhaps some member of your class has visited Edison’s 
famous laboratory. Let him describe his experience. 

7. Why is Edison sometimes called a “ wizard ”? 

8. Make a collection of pictures of Edison’s inventions. 

9. What is the secret of his success? Explain. 

10. Explain the operation of the phonograph and the motion pic¬ 
ture. 


CHAPTER XXII 


CLARA BARTON AND THE RED CROSS 

Clara Barton’s Early Life—On Christmas Day, 1821 
Clara Barton was born in an old farmhouse in North Oxford, 
Massachusetts. Her older brothers and sisters were so 
fond of her that when they played their games little Clara 
always took an active part. She spent her childhood in 
the out-of-doors, enjoying skating, horseback riding, and 
other sports. 

Her Brother Her Teacher—The older brother under¬ 
stood her better than any other member of the family. He 
used one of the rooms in their house as a classroom in which 
Clara received instruction in the usual branches of study. 
She soon' became so proficient in her studies that he often 
admitted that he had difficulty keeping up with his sister. 

Clara Barton as a Teacher.—Clara Barton made such 
progress that at the age of fifteen she passed examinations 
which entitled her to a teacher’s certificate. Because of her 
youth, however, her friends believed she would not be a 
successful teacher. But these friends could not have been 
more mistaken. Her genial personality and kind disposi¬ 
tion so drew boys and girls to her that she had no difficulty 
with discipline. 

She Comes to New Jersey.—A short time afterward 
Clara Barton accepted a position at Bordentown. People 
of this vicinity had never believed in public schools. To 

173 


174 AN ELEMENTARY HISTORY OF NEW JERSEY 


them sending their children to a “ free school for paupers ” 
was a disgrace. A number of public-spirited teachers had 
in former years endeavored to interest the townspeople in 
free schools, but they had failed. One of them tried to 
persuade Clara Barton that her task was a hopeless one. 

Her Success as a Teacher.—This discouraging state of 
affairs was just a challenge to Clara Barton’s courage. 
In her contract with the trustees she agreed to give 

her services for the first 
three months. On the first 
morning of school only six 
pupils registered. The people 
of the community were not 
surprised. But Clara Barton 
believed in herself and in 
her mission. It was not 
long before pupils from 
private schools applied for 
admission to the public 
school. Miss Barton be¬ 
came so popular with both 
parents and pupils that the 
school could not accommo¬ 
date the large number of children who wished to attend. 
Within a year the school had grown from six to one hundred 
six pupils. At the end of the first year the trustees built a 
new schoolhouse and made Miss Barton the principal. 

Her Health Fails.—During the next year the attendance 
exceeded six hundred pupils. In those days books were 
scarce and supplies limited. Yet pupils flocked to her 
school in great numbers because they loved Clara Barton. 
This New Jersey teacher’s main purpose was to prepare 



Clara Barton. 





CLARA BARTON AND THE RED CROSS 175 

boys and girls for life. But the great nervous strain, 
together with overwork, injured her health. She was com¬ 
pelled to resign her position as principal and for a time to 
enjoy a complete rest. 

The Bordentown Schoolhouse.—The school children of 
New Jersey paid a great tribute to Miss Barton recently. 
Enough money was raised by the boys and girls of our state 
to rebuild the schoolhouse in which Miss Clara Barton first 
taught. The Bordentown schoolhouse will thus perpetuate 
the memory of a New Jersey teacher who by her own life 
inspired boys and girls to lives of real service. 

Clara Barton Goes to Washington.—After she resigned 
her position at Bordentown, Clara Barton accepted a tem¬ 
porary position in Washington. While here she acted as 
confidential secretary in the office of the Commissioner of 
Patents. A number of the employees in the office were 
frequently rude to the new secretary, for they believed a 
woman should not be given a position of such responsi¬ 
bility. Nevertheless she enjoyed this kind of work, and 
gained experience which proved of value in her later work. 

Miss Barton in the Civil War—War now broke out 
between the North and the South. Some of the first men to 
enlist in the Union Army came from North Oxford, Massa¬ 
chusetts, Clara Barton’s former home. As they were 
en route for Washington, a number of them received serious 
injury at the hands of a hostile mob in Baltimore. Upon 
hearing of the attack, Miss Barton immediately offered her 
services as a nurse. 

Her experience attending the wounded men in Washing¬ 
ton led her to ask permission to work on the battlefields. 
Out of her own funds she performed valuable service in 
sending nurses, ambulances, and hospital supplies to the 


176 AN ELEMENTARY HISTORY OF NEW JERSEY 


field of action. Behind the lines she made it possible for 
wounded soldiers to receive the best medical attention. 

Appointment by President Lincoln.—President Lincoln 
was so impressed with the heroism of this nurse, who risked 
her life every day to care for the sick and wounded soldiers, 
that he placed her in charge of the “ missing soldiers ” 
bureau. She then traveled through prisons and hospitals, 
and over battlefields in search of missing soldiers. It was 
Clara Barton who laid out the grounds of the National 
Cemetery at Arlington and had marked stones placed on the 
graves of about twelve thousand soldiers whom she had 
been able to identify. 

Her Health Fails Again.—The strain of the war again 
caused a nervous breakdown. She sailed for Geneva, 
Switzerland, to study its newly formed Red Cross Society. 
While in Geneva recovering her strength, Clara Barton 
saw another opportunity to be of service. She was asked 
to take charge of the hospital work on the battlefields of the 
Franco-Prussian war, but ill health compelled her to decline 
this work. Instead, Miss Barton did everything possible 
to procure food for the starving and needy people of Paris 
during the siege. She afterward toured the cities of France 
and Germany to secure information upon the Red Cross 
Society’s activities in the war. 

Birth of the American Red Cross.—Upon her return to 
America Clara Barton immediately urged that a Red 
Cross Society be founded. People generally were opposed 
to her plan, as they believed there would be no more war. 
She made it very plain, however, that the Society could give 
assistance in time of earthquake, fire, flood, and other dis¬ 
asters. After many months of patient work her efforts 
were rewarded by the passage of a law, March i, 1882, 


CLARA BARTON AND THE RED CROSS 


177 


creating the American Red Cross Society. Of course 
the first president of this Society was Clara Barton. 

Service to Mankind.—Within a very few months after 
the signing of the treaty, the Red Cross assisted the people 
in the flooded Mississippi Valley. Again the Society rushed 
to the stricken city of Johnstown, Pennsylvania, which 
had been flooded by the bursting of a dam. At Galveston, 
San Francisco, Halifax, and Austin the Red Cross has been 
of great service to the unfortunate inhabitants. You have 
read of what the Red Cross did for the sick and wounded 
soldiers and sailors in the World War. In September, 
1923 the Society was one of the first organizations to come 
to the assistance of the sufferers from the Japanese earth¬ 
quake. 

Clara Barton lived to be honored by the people of 
every country in the world because her life was devoted 
to unselfish service. She may be called a truly great 
American. 


QUESTIONS AND PROJECTS 

1. Why do you suppose Clara Barton decided to become a teacher? 

2. Boys and girls had great respect and admiration for Clara 
Barton. Explain. 

3. Imagine that you attended her school at Bordentown. Relate 
your experiences. 

4. Why did the boys and girls of New Jersey decide to restore her 
schoolhouse at Bordentown? 

5. Explain the incident that caused the New Jersey teacher to 
take up nursing. 

6. Account for Clara Barton’s popularity on the battlefields. 

7. Tell how Clara Barton happened to organize the American 
Red Cross. 


178 AN ELEMENTARY HISTORY OF NEW JERSEY 


8. It has been said that success often follows reverses, misfor¬ 
tunes, and poor health. Show that this was true in the life of our 
heroine. 

9. The Red Cross did splendid work at Austin, Chicago, San 
Francisco, Galveston, Halifax, Japan, and in the World War. 
Appoint members of your class to tell what was done to relieve suf¬ 
fering and distress in each place. 

10. Give arguments to prove that every boy and every girl should 
become a member of the Junior Red Cross. 


CHAPTER XXIII 


DOROTHEA LYNDE DIX 

The Need of Reforms.—Beginning with the year 1830, 
the nation was to witness many reforms. Andrew Jackson 
had been elected President 
because of his interest in 
the common people. They 
hoped that under his leader¬ 
ship conditions throughout 
the nation would be greatly 
improved. 

Probably the reform most 
needed at this time was in 
the conditions found in our 
jails and prisons. New Jersey 
had inherited from England 
her various methods of taking 
care of prisoners. Not much 
thought had ever been given 
to the care of the inmates of 
prisons. At that time it was 
a common practice to keep burglars, vagrants, orphan chil¬ 
dren, paupers, and the insane in the same building. Even 
criminals of both sexes were allowed to associate with the 
less guilty. Improper food, poor ventilation, and unsatisfac¬ 
tory sanitary conditions made matters still worse. It is an 

179 







i8o AN ELEMENTARY HISTORY OF NEJV JERSEY 


interesting fact that a woman was almost wholly respon¬ 
sible for the betterment of conditions in the jails and prisons 
of America. 

Dorothea Dix’s Early Life.—Before Dorothea Dix came 
to New Jersey she had seen a good deal of hardship and suf¬ 
fering. She had been born in Maine in 1802. Her parents 
at first were very poor. They had moved their home 
many times. Her father had been so strict that Dorothea 
finally ran away from home. 

Just before she came to New Jersey her attention had 
been drawn to conditions in the prisons of Massachusetts. 
She found that the insane, the paupers, and the criminals 
were all kept in the same prison. When she reached New 
Jersey she found conditions very much the same. 

What Dorothea Dix Accomplished.—Miss Dix now 
decided to visit all the prisons of the state to see if they were 
in the same terrible condition. When she had seen them all 
she made a report to the state legislature. People of New 
Jersey were shocked at learning the true conditions in the 
prisons. From then on she was able to gain the sympathy 
of many who before had paid little attention to these things. 

Dorothea Dix was successful in having state insane 
asylums established in New Jersey. She then carried her 
work to other states. In fifteen years she founded or 
enlarged thirty-two hospitals in this country. Her work 
carried her to nearly every state in the Union, to Canada, 
and even to Europe. It has been stated that during the 
ten years preceding the Civil War Miss Dix raised more 
money for her unselfish work than had ever been raised 
before for charitable purposes. 

Dorothea Dix During the Civil War.—Miss Dix was one 
of the first to volunteer her services when the Civil War 


DOROTHEA LYNDE DIX 


181 


broke out. She was appointed superintendent of women 
nurses, for her experience with suffering and distress made 
her well qualified to fill this position. Day after day she 
worked without any rest. 

A few years before she had received a small fortune 
through the death of her grandmother. She was now very 
thankful that this enabled her to be of service in another 
way. She secured two large houses in which to store the 
supplies which had been sent her from all parts of the coun¬ 
try. She even bought extra ambulances with her own 
money in order to have nurses and supplies ready at a min¬ 
ute’s notice. From month to month she traveled over 
the battlefields in search of those who needed kindness and 
attention in their suffering. 

Near Fortress Monroe stands a beautiful monument, 
built with money sent to Miss Dix by friends. She had 
said that the patient suffering of the soldiers and sailors 
who had been brought to Fortress Monroe should be 
immortalized. This tall shaft stands over their graves. 

Dorothea Dix’s Service to Mankind.—When the war was 
over Dorothea Dix went back to her work for the insane. 
She went to live at the asylum in Trenton which had been 
built as the result of her labors. There she died on July 
17, 1887, when she was eighty-five years old. 

This brave heroine was one of the noblest women who 
lived during the critical days of our country’s history. 
Beginning life as a school teacher, she early learned to serve 
her fellowmen. Her name will ever be dear to our hearts, 
as is the name of everyone who devotes his life to the ser¬ 
vice of others. 


182 AN ELEMENTARY HISTORY OF NEW JERSEY 


QUESTIONS AND PROJECTS 

1. What great American men and women began their careers by 
teaching school? 

2. Imagine that you were with Dorothea Lynde Dix when she 
visited prisons; relate your experiences and feelings. 

3. The law-makers at first ignored her report on the conditions 
in the jails. Why? 

4. Describe the results of her efforts in our state. 

5. Write a composition of at least one hundred words on the 
following topic : “ What the State and Nation owe to Dorothea 
Lynde Dix/’ 

6. Name the institutions in New Jersey that care for unfortunate 
people. (See Appendix, page 235.) 

7. What does the word reform mean to you? Do you think of 
any reforms that are badly needed at the present time? Explain. 

8. Success is measured through helping mankind. If this be true, 
how many persons do you know who are successful? 

9. What qualities made Dorothea Lynde Dix successful in her 
work? 

10. Why should every boy and every girl try to live a life of unself¬ 
ish service? 


CHAPTER XXIV 


GOVERNOR WILLIAM A. NEWELL AND THE LIFE-SAVING 
SERVICE 

The New Jersey Coast.—If you will look at the map of 
the United States you will see that its coast line is very 
long. Compare this coast 
line with that of other coun¬ 
tries. You will find that 
our coast line is the long¬ 
est in the world. If you 
will measure the length of 
the coast lines on the Atlan¬ 
tic and Pacific Oceans and 
on the Great Lakes, you will 
find that they exceed ten 
thousand miles. Of all these 
coasts that of New Jersey is 
the most dangerous. Along 
our shores many vessels have 
been wrecked, and hundreds 
of people have lost their lives. 

Why the Jersey Shore is Dangerous.—If you will examine 
a map of the waters leading into New York harbor, you 
will see that the shores of Long Island and New Jersey 
converge. Thus it is quite obvious that during a heavy 
storm any vessel near these shores is in danger of becoming 

183 





184 AN ELEMENTARY HISTORY OF NEW JERSEY 


stranded. To add to this, a bar of sand two or three feet 
under the waves parallels the coast line at a distance of 
several hundred yards from the shore. This invisible 
enemy, always treacherous, has wrecked many vessels and 
caused great loss of life. 

William A. Newest Witnesses a Wreck.—In an address 
before the Monmouth County Historical Association Wil¬ 
liam A. Newell said: 

“ I happened to be a spectator during the summer 
of 1839, when the Austrian brig Count Perasto was 
wrecked near the Mansion House on Long Beach, 
whereby the captain and crew, thirteen in all, were 
drowned, and their bodies thrown on the sand. The 
Perasto was wrecked at midnight, having struck a sand¬ 
bar three hundred yards from the shore, and was driven 
by force of the violent winds through the surf. The 
sailors were drowned in endeavoring to pass, by swim¬ 
ming from the bar, where the ship lodged for the time. 
The bow of the ship being elevated and close at hand 
after the storm was over, the idea occurred to me that 
these unfortunates might have been saved could a 
rope have been thrown to their assistance over the 
fatal chasm, a few hundred yards to the bar, and they 
be hauled through or over the surf thereby.” 

Dr. Newell Becomes Interested in Life-Saving.—These 
unfortunate sailors were buried in the churchyard at Mana- 
hawkin. After his graduation from the University of 
Pennsylvania, where he pursued courses in medicine, Dr. 
Newell visited his uncle. Across the street in the old 
churchyard lay the thirteen victims of the wreck. The 
scene made such an impression upon the young physician 


GOV. JVM. A . NEWELL AND LIFE-SAVING SERVICE 185 

that he at once began to apply himself to the problem of 
saving lives in shipwreck. 

He Performs Experiments.—When the doctor returned 
home, he began making experiments. From the very begin¬ 
ning he realized that it would be possible to throw a rope 
to a stranded vessel. How could this be done? His first 
experiments with bow and arrow, rockets, and a shortened 
blunderbuss were partially successful. He then tried an 
experiment whereby he used a mortar or carronade with 
an iron ball and strong line. After r trials he was 
satisfied that he had solved the problem. He was now 
eager to put his idea into operation at the dangerous points 
of the coast. 

William A. Newell in Congress.—In 1846 Dr. Newell was 
elected to Congress. At Washington he represented the 
second district, which comprised the coast region from Little 
Egg Harbor to Sandy Hook. He now had his long looked- 
for opportunity. He presented the following resolution: 

“ Resolved, that the Committee on Commerce be 
instructed to enquire whether any plan can be devised 
whereby dangerous navigation along the Coast of New 
Jersey between Sandy Hook and Little Egg Harbor 
may be furnished with additional safeguards to life 
and property from shipwreck, and that they report 
by bill or otherwise.” 

He Appeals to Distinguished Men.—The Committee on 
Commerce, who were representatives from other maritime 
states, did not favor the resolution; in fact, most of them 
thought the scheme useless and expensive. Believing that 
the committee would report unfavorably, Dr. Newell inter¬ 
viewed a number of influential men. Among these were 


186 AN ELEMENTARY HISTORY OF NEW JERSEY 


J. Quincy Adams, Daniel Webster, Henry Clay, John C. 
Calhoun, and others. These statesmen did not seem in¬ 
terested in his idea of life-saving. Before he gave up the 
resolution as lost, however, Dr. Newell presented an amend¬ 
ment: 

“For providing surf boats, rockets, carronades, and 
other necessary apparatus for the better preservation of life 

and property from ship¬ 
wreck along the coast of 
New Jersey, between 
Sandy Hook and Little 
Egg Harbor, $10,000, to 
be expended under the 
supervision of such offi¬ 
cer as maybe designat¬ 
ed by the Secretary of 
the Treasury for that 
purpose.” 

Congress Adopts His 
Resolution. — After a 
brief debate Congress 
voted in favor of the reso¬ 
lution. The money was 
immediately used to purchase the necessary apparatus. 
Along the New Jersey shore at dangerous points life-saving 
devices were installed. Sea captains were of course pleased 
to learn that steps had been taken to safeguard lives from 
the treacherous sand bars and rocks. 

The First Wreck.—During a blinding snowstorm in 
January, 1850 the Ayreshire, a Scottish vessel, foundered 
on Absecon Beach. From there it drifted to Squan Beach. 
At this point John Maxen fired a line over the stranded 



Barnegat Light. 





GOV. WM. A. NEWELL AND LIFE-SAVING SERVICE 187 


vessel and two hundred passengers and the entire crew were 
brought safely to the sandy shore. Only one fatality 
occurred as a result of this shipwreck. One passenger, 
refusing to use the life-saving apparatus, lost his life while 
attempting to swim through the surf. 

Maxen’s Deed Rewarded. —For his heroic work in saving 
the passengers and crew of the Ayreshire , John Maxen 
received a gold medal. In a letter written March 13, 1850, 
the hero of the Ayreshire wreck describes the event: 

“ I was present and superintended and set the line 
by the mortar on board the ship Ayreshire on the 12th 
of January, 1850. We landed her passengers in safety, 
in all two hundred and one, which could not have 
been otherwise saved. We attached the line to the 
shot and fired it from the mortar. It fell directly 
across the wreck and was caught by the crew on board. 
Everybody came through the terrific foaming surf. 
Every soul, men, women, children, and infants, came 
through that cold snowstorm dry and comfortable.” 

William A. Newell’s Service Recognized.— When people 
learned of the rescue of those on board the stranded 
Ayreshire , the whole country rang in praise of Dr. Newell. 
Those who had opposed the scheme now realized the abso¬ 
lute necessity of a life-saving system. 

Life-saving Service Extended.— Recognizing the value 
of the life-saving apparatus, Congress now proposed to 
extend the system. As the result of another appropriation, 
twenty-two more stations were established along the Long 
Island and New Jersey coasts. At each of these places were 
stationed brave men who had been instructed in the art of 
life-saving. At their disposal were placed all kinds of 


188 AN ELEMENTARY HISTORY OF NEW JERSEY 


apparatus which could be used to bring persons safely to 
shore from wrecked vessels. 

To-day along our ten thousand miles of coast line one 
may see hundreds of these life-saving stations and light¬ 
houses. Every hour of the day and night keen-eyed men 
patrol the coast on the lookout for ships in distress. Since 
the establishment of the life-saving service thousands of 
persons have been rescued, and vessels worth many millions 
of dollars have been saved. 

Last Years of His Life.—William A. Newell was governor 
of New Jersey from 1857 to i860. While he was in office 
he did everything possible to improve the life-saving service. 
Upon the expiration of William Newell’s term as governor, 
President Abraham Lincoln made him superintendent of 
the service for the entire coast of New Jersey. 

In Honor of William A. Newell.—At Asbury Park stands 
a beautiful monument which was erected by James A. 
Bradley in honor of Governor William A. Newell, the 
originator of the life-saving service. On this shaft is an 
inscription indicating that near this spot a large ship, the 
New Era , was wrecked with the loss of three hundred lives. 
In 1896 the legislature passed a resolution in which 
Governor Newell was recognized as the founder of the 
United States Life-saving Service. 

QUESTIONS AND PROJECTS 

1. What made Governor Newell think of founding the life-saving 
service? 

2. Why did Congress object to this idea? 

3. Imagine that you w 7 ere a passenger on the Ayreshire when it 
foundered on the sandy beach. Describe your experiences. 

4. Describe and dramatize life-savers at work on a shipwreck- 


GOV. JVM. A. NEJVALL AND LIFE-SAVING SERVICE 189 


5. Give reasons for believing that Governor William Newell is 
responsible for the life-saving service. 

6. Why did Congress not pass this “ Resolution ” at once? 

7. Describe a modern life-saving station. 

8. Procure a government chart of the New Jersey Coast. Find 
the names of several lighthouses and life-saving stations. 

9. Perhaps some of you have journeyed along the coast in a vessel 
at night and seen the various lights and flashes. Write a letter 
home in which you describe this experience. 

10. In what ways is Radio used to-day to save human lives? 


CHAPTER XXV 


WOODROW WILSON AND THE WORLD WAR 

By William A. Smith 

His Early Career.— Woodrow Wilson, our President 
during the World War, although born in Virginia, is for 
many reasons thought of as belonging to New Jersey. As 
President of Princeton University he gained a national 
reputation as a distinguished educator. It is one of the 
interesting facts of Woodrow Wilson’s life that for many 
years before becoming President of the United States he 
studied the science of government and wrote books upon it. 
Thus his early life and interests were in many ways a direct 
preparation for the great part he was destined to play in the 
government of our country. 

The War of the Nations. —When Woodrow Wilson became 
President of the United States he faced some of the most 
difficult problems that any president has ever had to solve. 
By far the greatest was brought about by the outbreak of the 
Great War in Europe in 1914, when Germany and Austria 
entered into conflict with France, Belgium, Great Britain, 
and Russia. Other nations were soon drawn into the struggle, 
until it involved most of the great powers of the world. 

During the early years of the war President Wilson urged 
that this country remain neutral. He hoped that we might 
be spared the horrors of war. However, as the months 
passed, it became evident that America would be drawn 
into the conflict. 


190 


WOODROW WILSON AND THE WORLD WAR 191 



Early in 1915 several American ships were sunk by Ger¬ 
man submarines. Following this came the great crime of 
the sinking of the Lusitania , when more than one thousand 
innocent people lost their lives. From one end of our 
nation to the other a great cry arose that Germany must 
be punished. Every patriotic American called upon the 
President to declare war upon Germany. President Wilson 
remained calm in this crisis, trying by every means possible 


Woodrow Wilson’s Home, Princeton. 

to induce the Germans to abandon their illegal use of sub¬ 
marines. But, as his efforts for peaceful settlement failed, 
it was not long before the United States declared war upon 
Germany; and this nation began to play its part in the 
great struggle. 

From Peace to War— When the first American warship 
arrived off the coast of England, in May, 1917, Vice-Admiral 
William S. Sims, commanding the American Forces in 
European waters, was asked, “ When will you be ready for 
business? ” He replied in these memorable words, “ We 













192 AN ELEMENTARY HISTORY OF NEW JERSEY 


can start at once; we made our preparations on the way 
over. All that we have is yours. Dispose of it as you will.” 

At home, as well as abroad, America threw herself into 
the great conflict with all her might. President Wilson 
began in a masterful manner to mobilize and organize all 
the forces at home. Not only were young men called to the 
colors, but older men, women, and children, were called upon 
for various kinds of service. America was awake! 

“ It is the dawn, 

Great forces are set free. 

All hail the day, 

World Wide Democracy.” 

Home War Service—Liberty Bonds. —First came the 
necessity for raising great sums of money. This money 
was raised by the sale of Liberty bonds. Everyone with a 
dollar to invest was expected to purchase these bonds. 
“ Buy Liberty bonds!” shouted the Four-minute speakers 
in the theaters. “ Buy Liberty bonds!” shrieked the hus¬ 
tling saleslady in department stores. “ Buy Liberty 
bonds!” screamed the orators on every street corner. In 
this way five different issues of Liberty bonds were sold. 

Thrift Stamps. —Boys and girls in school tried to save 
their money to buy thrift stamps, because this would help 
to win the war. A great wave of patriotism swept over the 
country. From North to South, from East to West, the 
feeling was intense. It was the will to win! 

“ We’ll save our sugar, 

We’ll save our wheat, 

We’ll eat less candy, 

We’ll eat less meat. 

We’ll send our supplies 
Over the sea, 

We’ll do our best 
To make men free.” 



WOODROW WILSON AND THE WORLD WAR 193 

President Wilson said, “ We must make the world safe 
for democracy.” This was the spirit of New Jersey; this 
was the watchword of the nation; this was the battle cry 
of the great leaders at Washington, under their calm and 
able leader, Woodrow Wilson. 


The Leviathan , Troopship. 

Children Help in Raising Food.—The following letter 
shows how President Wilson called upon boys and girls of 
the country to help: 

25 February, 1918. 

THE WHITE HOUSE 
Washington 

My dear Mr. Secretary: 

I sincerely hope that you may be successful through the Bureau 
of Education in arousing the interest of teachers and children in the 
schools of the United States in the cultivation of home gardens. 
Every boy and girl who really sees what the home garden may mean 










i 9 4 AN ELEMENTARY HISTORY OF NEW JERSEY 

will, I am sure, enter into the purpose with high spirits, because I 
am sure they would all like to feel that they are in fact fighting in 
France by joining the home garden army. They know that Amer¬ 
ica has undertaken to send meat, flour, wheat, and other foods for 
the support of the soldiers who are doing the fighting, for the men 
and women who are making the munitions, and for the boys and 
girls of Western Europe, and that we must also feed ourselves while 
we are carrying on this war. The movement to establish gardens, 
therefore, and to have the children work in them, is just as real and 
patriotic an effort as the building of ships or the firing of cannon. I 
hope that this spring every school will have a regiment in the Vol¬ 
unteer War Garden Army. 

Cordially and sincerely yours, 

(signed) Woodrow Wilson. 

Hon Franklin K. Lane, 

Secretary of the Interior. 

The End of the World War. —The great struggle in 
Europe finally came to an end on November n, 1918. An 
Armistice was agreed upon in order that the Allies and their 
enemies might cease fighting long enough to discuss terms 
whereby the war might be ended. 

President Wilson immediately made plans to sail to 
Europe in order to be present at the Peace Conference. 
The dream of this great statesman was the establishment 
of a “ League of Nations,” of which our country was to be 
a member, but he was destined to bitter disappointment. 

After spending a few months in Europe, President Wilson 
returned to America broken in health. Upon leaving the 
White House in March, 1921, his health seemed to be 
somewhat improved, but he was never again to take an 
active part in the guidance of our country. He died at his 
home in Washington, February 3, 1924. 

Woodrow Wilson’s Message to the World. —Although 
Woodrow Wilson, like other famous men of our country, 


WOODROW WILSON 4 ND THE WORLD WAR 195 


had faults, he possessed several worthy qualities to an 
unusual degree. He was a man of clear vision. Better 
than most men he could determine what bearing the events 
of each day would have upon the future. He was a man of 
the highest ideals, and he never hesitated to fight for them. 
The world will never forget his stand for all that is highest 
and best in the relationships that the nations of the world 
should hold toward each other. We should be proud of 
the fact that much of Woodrow Wilson’s life work was 
closely related to the progress of our state. 

QUESTIONS AND PROJECTS 

1. When did the World War begin? 

When did our Congress declare war upon Germany and her 
Allies? 

2. Write a brief composition upon what you think were the chief 
causes of the World War. 

3. In what ways did President Wilson ask help from the boys and 
girls of America? 

4. What did the boys and girls of your school do to help win the 
War? 

5. What is meant by the expression “making the world safe for 
democracy” ? 

6. Write a brief account of what you think Armistice Day should 
mean to every patriotic American. 

7. Write a short composition upon what you think Woodrow Wil¬ 
son gave to the world in general. 


CHAPTER XXVI 


EDUCATION IN NEW JERSEY 

By A. J. Glennie 

Education among the Dutch.—The earliest white settlers 
in what is now the State of New Jersey were the Dutch. 
The Netherlands, from which these Dutch colonists came, 
were a federation of free states which encouraged educa¬ 
tion and permitted freedom of worship. To realize that 
Holland was at that time more liberal toward these people 
than was their own country, one has but to recall that the 
band of Pilgrims which later founded Plymouth had gone 
to Holland before they sought homes in the New World. 
The Dutch who settled New Amsterdam and the west bank 
of the Hudson came mostly for the purpose of trade 
and farming. The Dutch West India Company, to which 
had been given the right of colonization, granted large tracts 
of land to proprietors, called “patroons,” on condition that 
they would establish on each grant at least fifty persons 
above the age of fifteen years. 

The company also required the “patroons” to provide for 
each colony a minister and a schoolmaster. The school¬ 
master was to be paid a salary raised by tax from the 
landholders according to their holdings, and collectible by 
the same process as other taxes. To the Dutch, therefore, 
and not to the English, we owe the nearest approach to a 
system of free schools that had yet appeared in America. 

196 


EDUCATION IN NEW JERSEY 


197 


On the banks of the Delaware River and on Delaware 
Bay the Swedes purchased land from the Indians, and es¬ 
tablished colonies from 1640 to 1647. But as these soon 
fell into the hands of the Dutch, and the people quietly 
accepted Dutch rule and customs, they do not appear as 
a separate influence upon the educational development of 
the colony or state. 

Englebert Steenhuysen.—The first schoolmaster in New 
Jersey of whom there is any record was Englebert Steen¬ 
huysen, who was required to find a suitable place to “ keep 
his school.” At the time of the founding of the village of 
Bergen, in 1660, a lot was set apart for a school, and on this a 
school building was erected in 1664—New Jersey’s first 
schoolhouse. On this site to-day stands Public School 
No. 11 of Jersey City, probably the fifth school building 
that has stood on this same spot. 

The English Take Control.—For years the English colo¬ 
nists in New England and on Long Island had been irritated 
by the presence of the Dutch in New Netherland. 'there¬ 
fore, in 1664, when the English Duke of York captured New 
Amsterdam, and the province became British, there was an 
immediate movement into the section between the Hudson 
and the Delaware Rivers. Before it became known that 
the Duke of York had granted New Jersey to Lord John 
Berkeley and Sir George Carteret, a number of colonies of 
New Englanders and Long Islanders were established in the 
newly acquired territory. 

Among the colonies established at the close of Dutch 
sovereignty, and before Philip Carteret appeared as repre¬ 
sentative of the proprietors, were Middletown, Shrews¬ 
bury, Piscataway, Woodbridge, Elizabethtown, and New¬ 
ark. When Philip Carteret came, he established the cap- 


198 AN ELEMENTARY HISTORY OF NEW JERSEY 


ital of the province at Elizabethtown, adding the people he 
brought with him to the three or four families living there. 

The First Endowed Schools.—In 1673 Lord Berkeley 
sold his half of the province to the Quakers, who soon had a 
series of colonies extending along the east shore of the Del¬ 
aware from Salem to Borden town. The Quakers were 
most thorough believers in education, as were all the hardy 
stock that laid the foundations of New Jersey. In 1682 the 
colony of Burlington set apart the island of Matiniconck in 
the Delaware River near the town for educational purposes. 
The rent obtained for the place, consisting of 300 acres, 
was to be used for the education of children. It is still used 
for the support of the schools. Nine years before this, in 
the village of Bergen, now a part of Jersey City, three lots 
had been set aside for the free school. This was the first 
instance of school endowment in the state. 

How 1 School Funds Were Raised.—The schools of that 
day and for long afterward were not free schools in the 
sense in which we understand the term. Often there were 
no separate buildings. School was kept in the home of the 
schoolmaster, or in some place where sufficient room could 
be obtained. In the larger and more prosperous towns 
school buildings were erected—sometimes by subscription, 
sometimes by gift of individuals, and sometimes from the 
proceeds of lotteries run for the purpose. The extent to 
which public action went in the matter of providing instruc¬ 
tion for children is found in the Enabling Act of Newark 
in 1676. This reads as follows: 

“ The town hath consented that the towns men shall perfect the 
bargain with the schoolmaster for this year, upon condition that he 
will come for this year and do his faithful, honest, and true endeavor 
to teach the children or servants of those who have subscribed the 


EDUCATION IN NEW JERSEY 


199 


reading and writing of English, and also of arithmetic if they desire 
it, as much as they are capable to learn and he capable to teach them 
within the compass of this year; nowise hindering but that he may 
make what bargain he please with those who have not subscribed.” 

The First Night School.—In 1691 John Boaker was 
offered thirteen pounds to teach six months on trial in the 
town of Woodbridge, provided that he be constant and 
faithful in that employ as a schoolmaster ought to be, and 
that he shall be engaged “ to attend the school this winter 
time until nine o’clock at night.” This is the earliest 
record of a night school. 

The First Boards of Education.—On October 12, 1693 the 
Assembly of East Jersey, in session at Perth Amboy, passed 
a law permitting the inhabitants of every town, upon war¬ 
rant from a justice of the peace, to meet and choose three 
men to make a rate and establish the salary of a school¬ 
master for as long a time as they might think proper. A 
majority of the inhabitants were to compel the payment of 
any rates levied and uncollected. Three years later this 
law was amended by requiring, instead of permitting, the 
choice of three men in each town to select a teacher and the 
most convenient place or places where schools should be 
kept. 

Under these laws schools rapidly increased in number. 
One of the great needs was a supply of competent teachers. 
There was no special training for the work of teaching. The 
younger children were often taught in the dame school, 
usually conducted in the home of the teacher, where instruc¬ 
tion and household duties were often in conflict. That 
teachers were not easy to obtain may be gathered from fre¬ 
quent newspaper advertisements, of which the following is 
an example: 


200 AN ELEMENTARY HISTORY OF NEW JERSEY 


Philadelphia, September II, 1746. 

Notice is hereby given that there is in the township of Bethlehem 
and county of Hunterdon, in West Jersey, two or three vacancies 
for schools, where 18 or twenty pounds a year hath been given, with 
accommodations. Any schoolmaster well qualified with reading, 
writing, and arithmetic, and wants employment, may repair to 
John Emley, living in the abovesaid place, and undoubtedly find 
employment. (The Pennsylvania Gazette.) 

The Act of 1754.—In those days class distinction was 
strong. Education was, for the most part, for the children 
of those who could pay for it. The poor were left to shift 
for themselves, and such education as they received was 
given as a matter of charity. In 1754 an act was passed 
“ enabling the Mayor, Aldermen, and Common Council- 
men of the Free Borough and Town of Elizabeth to build 
a Poorhouse, Workhouse, and House of Correction, to 
the intent that the poor of said Borough may be better 
employed and maintained, and the poor children educated, 
and brought up in an honest and industrious way.” 

The First Academies.—There was, too, another kind 
of education that came about through the efforts of the 
more substantial citizens to provide suitable schooling 
for their children. From this impulse grew up a number 
of secondary schools or academies in which the higher 
branches were taught. Previous to this time students 
who intended entering college were tutored for that pur¬ 
pose, usually by a minister, or by some one engaged as 
private instructor. The academies began to spring up 
some time after 1750. 

The First Grammar School.—In 1766 a grammar school 
was begun in Elizabeth under the charge of Tapping Reeve, 
a Princeton graduate of 1763, who had come to Elizabeth 


EDUCATION IN NEW JERSEY 


201 


to be tutor to Aaron Burr and his sister, orphans, in the 
house of their uncle, Timothy Edwards. * Next year Reeve 
and Ebenezer Pemberton announced to the public that 
“ they continue to teach the Greek and Latin languages, 
and that a commodious house is provided in the center of 
the town for accommodation of a large school, also that 
gentlemen of education in the town will frequently visit 
the school. Terms five pounds per year and 20 shillings 
entrance; board to be had in good families at 20 pounds 
per year.” 

For erecting the above “ commodious house ” seventy 
pounds was subscribed by public spirited citizens and given 
to the trustees of the Presbyterian church who ordered a 
proper house to be erected. A legacy of one hundred 
pounds, left by Joseph Ogden, was available for deficiency 
in the building fund. The building was of wood, with a 
cupola. It was used for school purposes until the Revolu¬ 
tionary War, when it was turned into a storehouse for 
military supplies. It was burned by the British in 1779. 

Newark Academy and Trenton Academy. Soon after 
this Newark Academy was founded, probably about 1772. 
Nine years later twenty of the citizens of Trenton asso¬ 
ciated themselves in a corporation, known as the Trenton 
School Company, for the purpose of maintaining a school. 
The success of their enterprise was such that within two 
years they greatly increased their capital stock and erected 
a new building. In 1785 the state legislature incor¬ 
porated the proprietors and trustees under the title 
“ The Proprietors of Trenton Academy.” 

Courses of Study—It is interesting to know what was 
taught in the schools of this grade at that time. In 1789 
the trustees decided to give a certificate “ to such scholars 


202 AN ELEMENTARY HISTORY OF NEW JERSEY 


as shall have studied the English language grammatically, 
and shall have gained a competent knowledge of at least 
two of the following branches, viz.: Extraction of the roots, 
algebra, mathematics, geography, chronology, history, logic, 
rhetoric, moral and natural philosophy, spirit of laws and 
criticism; and those having read what is usually read in 
schools of Caesar’s Commentaries or Ovid’s Metamorphoses, 
Justin or Sallust in Latin, and any two of the four following 
books: The New Testament, Lucian’s Dialogues, Xenophon, 
or Homer in the Greek, shall be entitled to have the same 
inserted therein.” 

School Equipment in the Early Days.—The schools of 
these days were very poorly furnished. The furniture 
was wooden benches. Arithmetic was taught by rule, and 
the sums done with slate and pencil were later copied into 
home-made books for preservation after they were cor¬ 
rectly solved. There were no blackboards, maps, nor 
charts. 

Previous to 1840, textbooks for school use were very 
scarce. The New Testament, Webster’s Spelling Book, 
the New England Primer, and Murray’s English Reader 
were about the only texts. The new interest in education 
that began to appear about one hundred years ago began 
to bring newer and better textbooks into use. 

Educational Progress in 1794.—In 1794 the Legislature 
passed “ an act to incorporate societies for the advance¬ 
ment of learning.” This law showed that the state was 
making progress in education, though many years were 
to go by before there were free schools as we know them 
now. Under this act the incorporated academies that 
flourished for the next fifty or sixty years came into exist¬ 
ence. The following, taken from the “ Rules and Regu- 


EDUCATION IN NEW JERSEY 


203 


lations for the Government of the Center School,” situated 
about two miles from the “ Head of Raritan,” seems to 
indicate that the all-year school of modern times is no 
novelty: 

“It shall be the duty of the teacher to open school, from the 
20th of March to the 20th of September, every morning at 8 o’clock, 
or as near that hour as possible, and every afternoon at 2 o’clock, 
and out at 6: and from the 20th of September to the 20th of March 
every morning at 9 and every afternoon at 1, and out at 4.” 

Another of the same set of rules of this school gives an 
idea of the methods employed: 

“It shall be the duty of the teacher to make the cipherers commit 
well to memory the different rules of arithmetic, and when the 
trustees shall attend to examine them on said rules, if they request 
it.” 


Bloomfield Seminary.—One of the most famous schools 
of New Jersey about 1830 was the girls’ school at Bloom¬ 
field. It became prominent through the able and powerful 
personality of Harriet B. Cooke, who became associated 
with the school in 1836. The Bloomfield Seminary, as 
it was called, was a center of culture, receiving pupils from 
a wide area. 

The First State Educational Committee.—On November 
11, 1828 a meeting was held in the State House at Trenton 
at which a committee was appointed to inquire into the 
condition of education in the state. This committee 
consisted of Charles Ewing of Trenton, John N. Simpson 
of New Brunswick, and Theodore Frelinghuysen of New¬ 
ark. The State committee proceeded to gather informa¬ 
tion through the local committees of each county. The 
committee then published the information in a pamphlet 


204 AN ELEMENTARY HISTORY OF NEW JERSEY 


of forty-six pages and circulated it throughout the state. 
From that time on a state policy and plan of education 
began to take form and grow. Extracts from the pub¬ 
lished report show conditions at the time: 

“In Bergen County there are many children not sent to school: 
there are 200 such in Bergen Township alone.” 

“In Essex county—200 children without instruction.” 

The Essex County report contains a suggestion that a school be 
established for the sole purpose of training teachers. 

“Morris County reports 82 schools and 2800 pupils: there are 
more than 4000 of school age, though ‘Morris County enjoys more 
educational advantages than any county in the State.’” 

“Tuition varies from $1.50 to $2.00 per quarter.” 

“Sussex County reports 1500 children destitute of instruction.” 

The report estimates that 11,742 children of the state 
are without instruction and states that “ every school¬ 
master (speaking generally) is left to pursue his own 
course of instruction, without responsibility, amenable 
to no tribunal, and subject to no inspection or supervision.” 

State Taxes for Education.—In 1816 the legislature had 
taken the first step toward improving the condition of the 
schools by setting aside the sum of $15,000 to be invested 
as a permanent school fund. Acts of the next two years 
added to the capital of the school fund $87,076.38 in stocks, 
and also the income from state-owned riparian rights. 
The Governor, Vice-President of the Council, and Speaker 
of the Assembly were made trustees of the fund. In 1828 
taxes on banking and insurance were added to the School 
Fund. 

The following year an act to establish common schools 
was passed. It provided that the Trustees of the State 
Fund should divide $20,000 among the counties. The 


EDUCATION IN NEW JERSEY 


205 


Board of Chosen Freeholders were to divide the county’s 
share among the townships. The townships could raise 
additional sums, and each school district should choose 
“ three discreet persons ” who should provide room, 
employ teachers, and make a list of children between the 
ages of four and sixteen years. That the 1828 law lacked 
“ teeth ” is shown by the fact that in June, 1837 the 
School Committee of Elizabeth announced: “ The appor¬ 
tionment of school money, has, by a vote of the Township, 
been allotted exclusively to the education of the children 
of the poor.” 

As a result of public meetings in many places the Legis¬ 
lature in 1838 passed a law increasing the state appropri¬ 
ation for schools and requiring the districts to raise an 
equal amount. The year 1838 was notable in other 
respects as well. In that year Horace Mann, Secretary 
of the State Board of Education in Massachusetts, issued 
his first report that gave new life to the movement for 
better schools. 

The First Superintendent of Schools.—In 1846 township 
superintendents of schools were authorized and a state 
superintendent of schools appointed. At first he had 
jurisdiction in only Passaic and Essex counties, but this 
was soon extended to include all counties of the state. 

His first report advises that means be taken for the 
training of teachers. In his next report the State Super¬ 
intendent, Theodore F. King, says that County Associations 
have been formed in most of the counties for the promotion 
of public school education, made up of teachers and friends 
of education in their respective counties. 

Teachers’ Institutes.—The first teachers’ institute in 
the state was held in the Court House at Somerville, June 


206 AN ELEMENTARY HISTORY OF NEW JERSEY 


8-13, 1849. This was arranged by Dr. Hoagland, super¬ 
intendent of the township of Hillsboro, with the coopera¬ 
tion of State Superintendent King. About thirty teachers 
attended. The instructors were Charles W. Sanders, 
ailthor of the school readers, and his brother, Joshua C. 
Sanders. The next year a law was passed establishing 
teachers’ institutes and granting state aid for instruction. 

State Normal Schools.—Out of this effort for teacher¬ 
training grew New Jersey’s first Normal and Training 
School, established at Trenton in 1855. The first prin¬ 
cipal was William F. Phelps, who had been a teacher in 
the normal school at Albany, N. Y. For a half-century 
this was the only state normal school in New Jersey, but 
since 1905 state normal schools have been established at 
Montclair, Newark, Glassboro, and Paterson. 

The State Teachers’ Association.—In 1853 the New 
Jersey State Teachers’ Association was formed. The 
organization meeting was in the new public school building 
on Bayard Street, New Brunswick. The first officers were 
Nathan Hedges, of Newark, president; Robert L. Cooke, 
of Bloomfield, vice-president; and John T. Clark, of New 
Brunswick, secretary. The Association has met every 
year since that time. 

Forward Steps, 1850-1870.—In 1855 the first public 
high school in New Jersey, the third in the United States, 
was opened in Newark, at the corner of Washington and 
Linden Streets. The first Board of Education of the city 
of Newark was formed in 1851. Three years later it was 
incorporated by law. That this board was progressive and 
active is shown by the fact that within three months after 
the opening of the high school, a normal training course 
for teachers was begun in the high school building, with 


EDUCATION IN NEW JERSEY 


207 


sessions every Saturday from nine o’clock to one o’clock. 
Public evening schools were opened in Newark the same 
year. 

The Schools of To-day.—Since 1871, when the schools 
of New Jersey supported by public funds really became free, 
progress has been rapid. New Jersey ranks to-day among 
the leading states in the extent and variety of educa¬ 
tional opportunity offered to her youth. She has day 



School Auto-Bus. 


schools of all grades from kindergarten to university; 
summer schools, evening schools, schools for the physically 
defective, schools for the mentally defective, schools for 
the morally defective, and schools for all. 

Notable laws that have been passed in recent years are 
those that provide for compulsory attendance; for consoli¬ 
dation of school districts and transportation of pupils; for 
high school education at public expense of children who 
have no high school in their own district; for continuation 








208 AN ELEMENTARY HISTORY OF NEW JERSEY 


schools; for industrial schools; for manual training; for 
physical training; and for medical inspection. 

In 1911 the office of State Superintendent of Public 
Instruction was abolished by law. The Governor now 
appoints the State Commissioner of Education, for a term 
of five years. The first Commissioner of Education was 
Calvin N. Kendall. The second and present Commissioner 
is John Enright. 

THE COLLEGES OF NEW JERSEY 

The College of New Jersey.—Though the early colonists 
may have been content with a meager education for them¬ 
selves, they were deeply concerned that their ministers, 
lawyers, and doctors should receive the higher education 
necessary to their work. Added to local pride was the 
difficulty that the Middle Colonies—New York and New 
Jersey—had in sending their students to the distant 
colleges of Harvard, William and Mary, or Yale. Not 
without some difficulty, a charter for a college was obtained 
from George II in October, 1746, and confirmed under seal 
of the Province of New Jersey. In May, 1747 the college 
opened in the house of Rev. Jonathan Dickinson at Eliz¬ 
abeth. Mr. Dickinson became president and Mr. Caleb 
Smith, a Yale graduate, was employed as tutor. 

As Mr. Dickinson died in October the college was trans¬ 
ferred to Newark, in charge of Rev. Aaron Burr, father 
of the Vice-President of that name. 

Princeton University.—It remained in Newark for eight 
years, when it was transferred to its present location at 
Princeton. Nassau Hall, the original college building, 
was at that time the largest and finest building of its kind 
in the colonies. 



EDUCATION IN NEW JERSEY 209 

Rutgers College.—In 1766 Queen’s College was char¬ 
tered, but because of the lack of funds it was not opened 
till 1771. During the Revolution it was forced to move 
to various nearby places, but in 1808 its present site at 
New Brunswick was acquired and a college hall begun. 
As the name it first bore was rather out of place in the new 
democratic order, it took, in 1825, the name “ Rutgers 


Blair Tower, Princeton University. 

College,” in honor of Henry Rutgers who had presented the 
college with a large sum of money. In 1863 the Scientific 
School was organized, and in 1864 the legislature decreed 
that the Rutgers Scientific School should be the State 
College. In 1887 the Agricultural Experiment Station 
was established. In 1890 scholarships in the State College 
were established. Appointments to these scholarships 
are made from the results of competitive examinations. 












2io AN ELEMENTARY HISTORY OF NEW JERSEY 


Stevens Institute of Technology.—Stevens Institute of 
Technology, at Hoboken, was founded in 1870. The gifts, 
in land and money, of Colonel Edwin Stevens, a noted 
mechanical engineer and inventor, made this institution 
possible. Later members of the Stevens family have 
added to the foundation. This college of engineering has 
prospered, and is known as one of the best in the country. 
It occupies a fine site overlooking the Hudson River. 

A College for Women.—The New Jersey State College 
for Women is the outgrowth of work begun by the State 
Federation of Women’s Clubs in 1913. The money to 
establish the college was raised by these clubs. The 
Carpender estate in New Brunswick, adjoining the State 
Experiment Farm, was bought and its buildings made 
over. College work was begun in September, 1918. The 
first new building, Federation Science Hall, the gift of the 
Federation of Women’s Clubs, was opened in November, 
1921. The college opened with fifty-four students. At 
the first commencement, June, 1921, there were forty-two 
graduates. Already it has reached a secure place among 
New Jersey’s colleges. 

Newark College of Engineering.—The Newark College 
of Engineering was created and given power to confer 
degrees in 1919. It is located in the building of the Newark 
Technical School, which has been teaching technical sub¬ 
jects, day and evening, for many years. 

Where New Jersey Stands To-day.—Picture again the 
old log schoolhouse and the barn-like, unpainted board 
shanty which were used for schools in the old colonial days. 
Compare with them the school buildings of to-day, some 
of which are marvels of beauty and convenience, in 
many cases costing more than a million dollars. Yet 


EDUCATION IN NEW JERSEY 


211 


those humble old schoolhouses were the cradles of real men 
and women. Because of their courage in the face of diffi¬ 
culties, and their unfailing desire to secure for themselves 
the best possible education, New Jersey is the great state 
that she is to-day, and the possessor of one of the strongest 
educational systems of our country. 

QUESTIONS AND PROJECTS 

1. What colonists established the first schools in New Jersey? 

2. Imagine that you had lived in Bergen in 1664 and attended 
school. Write a brief composition upon your school experiences. 

3. How were funds for the first school raised? 

4. Imagine yourself a pupil in Tapping Reeve’s Grammar School. 
Describe your experiences. 

5. When were the first two academies founded in New Jersey? 

6. Try to procure a copy of Webster’s Spelling Book, the New 
England Primer, or Murray’s English Reader. 

7. Over what schools of the state did the first superintendent of 
schools have control? 

8. Who held the first teachers’ institute in New Jersey? Where 
was it held ? 

9. Write a brief composition describing the important educational 
steps that were taken from 1850 to 1870. 

10. Describe the founding of what is now Princeton University; 
Stevens Institute of Technology; the New Jersey College for 
Women. 


CHAPTER XXVII 


POETS AND WRITERS OF NEW JERSEY 

By A. J. Glennie 

New Jersey the Inspiration of Song and Story.—As New 

Jersey’s location between New York and Philadelphia 
made her the “ Battleground of the Revolution,” it is not 
surprising that the stirring drama enacted on her soil and 
on her shores has been the frequent theme of poet and 
historian. The heroic deeds of the Continental armies 
and native Jersey patriots have been an inspiration that 
has called for expression in verse, not only by New 
Jersey men and women, but also by others who, from 
beyond her boundaries, have celebrated Jersey episodes 
in song and story. 

Philip Freneau (1752-1832).—Among the first, in point 
of time, of New Jersey poets was Philip Freneau. He 
was a student at Princeton with James Madison. Some 
of his published poems were written before he left college. 
At various times he was a traveler, ship-master, and 
newspaper editor. During the Revolution he was taken 
prisoner by the British and confined on the prison ship 
Scorpion on the Hudson River. This experience he has 
told in the poem, The British Prison Ship. He wrote the 
poem The Rising Glory of America for the Princeton com¬ 
mencement of 1771. 

He lived much of the time in Monmouth County, where 


212 


POETS AND WRITERS OF NEW JERSEY 213 


he edited The Jersey Chronicle. The best edition of his 
poems was published by himself and printed on his own 
press at Mount Pleasant. Eutaw Springs is probably his 
best war poem. He is called The Poet of the American 
Revolution. 

Francis Hopkinson (1737-1791).—Francis Hopkinson 
settled at Bordentown in 1774. He represented New 
Jersey in the Continental Congress in 1776, and was a 
signer of the Declaration of Independence. He wrote 
The Battle of the Kegs, based on an incident that 
occurred at Philadelphia in 1778. When the British were 
in possession of Philadelphia, in an effort to damage the 
British shipping, David Bushnell, inventor of the American 
torpedo, prepared machines and put them in kegs. The 
machines were so arranged that when the kegs struck an 
obstruction, they would explode and destroy everything 
near them. The British, upon discovering the floating 
kegs, were thrown into a great state of alarm, firing at 
them with guns and cannon. The Battle of the Kegs, sung 
to the tune of Yankee Doodle, was very popular in the 
American army. The Hopkinson family was distinguished 
in New Jersey history. Joseph Hopkinson, son of Francis, 
wrote Hail Columbia in 1798. F. Hopkinson Smith, great- 
grandson of Francis Hopkinson, wrote many successful 
novels. 

Joseph F. Folsom.—Joseph Fulford Folsom, clergyman, 
poet, and historian, born in Bloomfield, and still a resident 
of New Jersey, has told in stirring verse the story of Daniel 
Bray, who obtained for Washington the boats which 
enabled him to take his soldiers across the Delaware. Dr. 
Folsom has written a history of Bloomfield, is a member 
of the editorial staff of the Newark Sunday Call, and is 


214 AN elementary history of new jersey 


recording secretary and librarian of the New Jersey 
Historical Society. 

Henry Van Dyke.—Dr. Henry C. Van Dyke, born at 
Germantown, Pa., in 1852, was pastor of the Brick Presby¬ 
terian Church of New York from 1882 to 1899, when he 
became Professor of English Literature at Princeton Uni¬ 
versity. He has written extensively and always inter¬ 
estingly on a wide variety of subjects. He is a great lover 
of nature. Young people probably know him best by 
Fisherman’s Luck and Other Uncertain Things and The 
Ruling Passion. He lives at Princeton. 

John C. Van Dyke.—John C. Van Dyke was born at 
New Brunswick in 1856. He has been librarian of the 
Sage Library since 1878 and professor of the History of 
Art at Rutgers College since 1889. 

Professor Van Dyke is an authority upon art and has 
written many books on the subject. Among his best 
known works are Books and How to Use Them, The Prin¬ 
ciples of Art, How to Judge of a Picture , and Art for Art’s 
Sake. For different periods he has been editor of the 
Studio and the Art Review. 

James Fenimore Cooper (1789-1851).—James Feni- 
more Cooper first saw the light of day in New Jersey. 
He was born at Burlington, but was taken by his family 
to the shores of Otsego Lake in New York State the fol¬ 
lowing year. He was a student at Yale, and a midshipman 
in the United States Navy, 1808-18n. His sea tales 
show familiarity with the life of the sea. The Water 
Witch is associated with New Jersey. His tales of pioneer 
life in America, as shown in The Deer slayer, The Last of 
the Mohicans, The Pathfinder, The Pioneers , and The 
Prairie are full of thrilling adventure. 


POETS AND WRITERS OF NEW JERSEY 215 


Mary Mapes Dodge (1838-1905).—Mary Elizabeth 
Mapes Dodge was born in New York but resided during 
her girlhood and early womanhood in the Weequahic 
section of Newark, where her father, James Mapes, an 
eminent chemist, had a farm. The name is continued in 
Newark as the name of a street, Mapes Avenue. Her 
literary work has been read by a great number of young 
people, for she became editor of St. Nicholas in 1873, a 
paper which under her editorship achieved great success. 
In 1865, while living in Newark, she also wrote Hans 
Brinker , or The Silver Skates. 

Jeannette L. Gilder (1849-1916).—Jeannette L. Gilder 
began her literary work in Newark about 1864. Jeannette 
was first connected with the Newark Morning Register , 
afterwards dramatic and musical critic for the New York 
Herald. She was an essayist and a critic. She wrote 
The Autobiography of a Tomboy , 1900, The Tomboy at 
Work , 1904. 

Richard Watson Gilder (1844-1909).—Richard Watson 
Gilder also began his literary work in Newark about 1864. 
He was a poet, and editor of The Century (formerly Scrib¬ 
ner's) from 1881 till his death. The Gilders, Mary Mapes 
Dodge, Edmund Clarence Stedman, Abraham Coles, and 
other prominent writers formed a literary colony in New¬ 
ark about 1865. 

Washington Irving (1783-1859).—Washington Irving 
was not a resident of Newark, but was a frequent visitor. 
In the northern part of Newark, at the corner of Mt. 
Pleasant Avenue and Gouverneur Street, stood a mansion 
which descended from Isaac Gouverneur to Gouverneur 
Kemble. To Irving and his friends, Ogden, Brevoort 
and Paulding, the young Kembles extended a welcome. 


216 AN ELEMENTARY HISTORY OF NEW JERSEY 


It was a beautiful place, to which Irving refers in his 
Salmagundi Papers as Cocklojt Hall. Here, probably, 
Irving did considerable writing. Certainly he often “ bade 
adieu for a while to his elbow chair, to the enjoyment of a 
far sweeter prospect and a brighter sky.” 

Thomas Dunn English (1819-1902).—Thomas Dunn 
English, who lived at Newark, was by profession a physi- 



Cockloft Hall, Newark. 


cian, but he found time for considerable writing. He is 
probably best known by his poem Don't You Remember 
Sweet Alice , Ben Bolt?, though he himself was not pleased 
to have his literary fame rest upon that poem. His Boys' 
Book of Battle Lyrics contains a stirring tale of Revolu¬ 
tionary days in the vicinity of Trenton and Princeton. 
He was a friend of Edgar Allan Poe and Nathaniel Parker 
Willis. 









POETS AND WRITERS OF NEW JERSEY 217 

Frank R. Stockton (1834-1902) —Frank R. Stockton 
was born in Philadelphia, but lived and wrote exten¬ 
sively in New Jersey. While he resided at Rutherford he 
wrote Rudder Grange , and that most widely known story 
of his, The Lady or the Tiger. Later he lived between 
Morristown and Madison, where he wrote many of his 
other stories. His Stories of New Jersey are interesting 
tales of persons and places of the state. 

Walt Whitman (1819-1892).—Walt Whitman, The 
Good Gray Poet , was a resident of Camden from 1873 to 
the time of his death. Leaves of Grass and Drum Taps 
are his well-known works. The latter book contains his 
war poems and Lincoln memorial poems. His 0 Captain , 
My Captain! is perhaps his best known poem. 

Henry C. Bunner (1855-1896).—Henry Cuyler Bunner 
was born in Oswego, New York, but he lived for many 
years in Nutley, where he died. He was editor of Puck for 
a long time. His collected poems were published in 
1896. 

Abraham Coles (1813-1891).—Abraham Coles was a 
physician, surgeon, poet, and scholar who lived in Newark 
many years. He made thirteen translations of the famous 
Latin hymn Dies Irae (Day of Wrath), and made many 
other translations from the classics. A bronze bust of 
Dr. Coles stands in Washington Park, Newark. He pre¬ 
sented to the city the bronze symbolic group that occupies 
the corner of Lincoln Park, at the junction of South Broad 
Street and Clinton Avenue. 

Edmund C. Stedman (1833-1908).—Edmund Clarence 
Stedman lived in Elizabeth, Irvington, and Newark between 
i860 and 1870. While he resided in Stratford Place, 
Newark, he was at work upon his Victorian Poets. After 


2i8 AN ELEMENTARY HISTORY OF NEW JERSEY 


the death of his father, his mother married William B. 
Kinney of Newark. Mrs. Kinney had literary talent herself 
and became a writer for magazines. She wrote both poetry 
and prose. Edmund C. Stedman was in great demand for 
“ occasional ” poetry, that is, poetry for notable occasions. 
Among such poems are Gettysburg , read at the annual meet¬ 
ing of the Grand Army of the Republic at Cleveland in 
1871: Dartmouth Ode , delivered in 1873 before that col¬ 
lege: and the Death of Bryant , read before the Century 
Club. 

Joaquin Miller (1854-1913).—An episode of the Revo¬ 
lution that has fired many a heart—Washington Crossing 
the Delaware to New Jersey soil—caused Joaquin Miller 
to write on that theme. Joaquin Miller belongs to the 
Pacific coast, but the topic on which he wrote belongs to 
the whole country. 

Bret Harte (1839-1903).—Francis Bret Harte lived at 
Morristown from 1873 to 1876. He, too, is generally 
associated with the West through such stories as the 
Luck of Roaring Camp , but he has given us a stirring 
word-picture of Parson Caldwell at the Battle of Spring- 
field. A statue of a Continental soldier now stands in the 
churchyard at Springfield to commemorate the historic 
event (see pp. 87-88). 

William O. Stoddard.—William 0 . Stoddard, author, 
journalist and inventor, was born in Homer, New York 
in 1835, but he has lived for many years at Madison, New 
Jersey. In 1859 be had the distinction of writing the 
first editorial upon the nomination of Abraham Lincoln 
for the presidency. He is now the only surviving secre¬ 
tary of Abraham Lincoln. 


POETS AND WRITERS OF NEW JERSEY 219 

William 0 . Stoddard is the author of a great many 
interesting books for boys: The Life of Abraham Lincoln , 
Talking Leaves, Two Arrows, The Red Mustang, The 
White Cave, The Red Patriot and others. 

William 0 . Stoddard, Jr.—William 0 . Stoddard, Jr., 
born in New York City in 1873, now lives in Madison. 
He is also the author of books for boys. Among his best 
stories are the Long Shore Boys, Captain of the Cat’s Paw, 
and The Farm that Jack Built. 

Lyman Whitney Allen.—Lyman Whitney Allen was born 
in St. Louis, Mo., in 1854, but he has been living in Newark 
since 1889, when he became pastor of the South Park 
Presbyterian Church. In 1916 he resigned his pastorate 
to give his entire time to literary work. 

In 1895 Lyman Whitney Allen won the New York 
Herald’s prize of $1,000 for his poem, Abraham Lincoln. 
He is the author of the official ode for Newark’s 250th 
anniversary in 1916. Among his published volumes are 
The Parable of the Rose and Other Poems, and The Triumph 
of Love. The New America, The Coming of His Feet, 
San Gabriel and Lincoln’s Pew are among his best single 
poems. 

Stephen Crane (1870-1900).—Stephen Crane lived only 
thirty years, but in that time did such literary work that 
his fame is widespread. He is best known by his Red 
Badge of Courage, a poem of the Civil War. In 1920 on the 
fiftieth anniversary of his birth, a tablet to his memory 
was placed by the Schoolmen’s Club of Newark, aided by 
the children of the public schools, on the outer wall of the 
Free Public Library. The tablet bears this inscription: 


220 AN ELEMENTARY HISTORY OF NEW JERSEY 


INSCRIBED TO THE MEMORY OF STEPHEN CRANE 

He attained before his untimely death, June 5th, 1900, 
international fame as a writer of fiction. 

His novel, the Red Badge of Courage, 
set a model for succeeding writers 
on the emotions of men in battle. 

His verse and his delightful stories of boyhood 
anticipated strong later tendencies 
in American Literature. 

The power of his work won for him the admiration 
of a wide circle of readers and critics. 

Horace Traubel (1858-1919).—Horace Logo Traubel, 
born at Camden in 1858, was editorially connected with 
the Boston Commonwealth for six years. In 1888 he 
established The Conservator. He wrote, either individually 
or in collaboration with others, Camden's Compliment to 
Walt Whitman , Good-bye and Hail , Walt Whitman , With 
Walt Whitman in Camden , a diary in three volumes, and 
several volumes of poems. He died at Camden in 1919. 

The Dawsons: Father and Son.—William James Daw¬ 
son, born at Towchester, England in 1854, has been 
minister of the Old First Church of Newark since 1905. 
He has published some twenty-five volumes of writing, 
including poetry and prose. He has written on a wide 
variety of subjects, religious, critical, and dramatic. 
Among his novels are Robert Shenstone, Chalmers Comes 
Back , and The Borrowdale Tragedy. 

Conyngsby Dawson, son of Dr. William J. Dawson, is 
also an author who has gained wide fame by his writing. 

Mary E. Wilkins Freeman.—Mary E. Wilkins Free¬ 
man, born in 1862, has been a resident of Metuchen since 
1902. She is a successful novelist. Her published books 


POETS AND WRITERS OF NEW JERSEY 221 


include A Humble Romance , A New England Nun , Pem- 
broke , Slince and Other Tales. Most of her stories deal 
with the life of New England where she was born. 

Frank Forrester (1807-1858).—Henry William Herbert 
(Frank Forrester) was born in England. He was gradu¬ 
ated from Oxford with honors in 1829. In the winter of 
the following year, having lost his property through the 
dishonesty of a trustee, he came to America and taught 
Greek and Latin in Newark. During the last twelve years 
of his life he lived in a cottage near Mt. Pleasant Cemetery, 
which he called “The Cedars.” He lost his first wife in 
1846 but married again in 1858. He shortly afterward com¬ 
mitted suicide and was buried in Mt. Pleasant Cemetery, 
only a few hundred feet from where he had lived. A plain 
stone marks the spot, on which is carved, in accordance 
with his wishes, the Latin word Infelicissimus (most 
unhappy). Among his novels are Cromwell , Marmaduke 
Wyvil , The Roman Traitor , and The Puritan's Daughter. 
He also wrote extensively on historical subjects. 

Joyce Kilmer (1886-1918).—One of the most regret¬ 
table tragedies of the late war was that which took the life 
of Joyce Kilmer, who was killed in action August 1, 1918. 
Born at New Brunswick, Joyce Kilmer studied two years 
at Rutgers College, then went to Columbia University, 
from which he was graduated in 1908. He taught Latin 
in the Morristown High School during the school year of 
1908 and 1909. During the next three years he served 
as editorial assistant in the preparation of the Standard 
Dictionary. Shortly thereafter he became editor of the 
New York Times Magazine and Review of Books. During 
the last few years of his life he lived at Mahwah. 

Joyce Kilmer was very sensitive to the beauties of Nature. 


222 AN ELEMENTARY HISTORY OF NEW JERSEY 


He gave frequent expression to his feeling in melodious 
verse that has about it the unusual freshness of spring. 
Joyce Kilmer saw great beauty in many of the very plain 
things of life, such as a ride on the train, a railroad station, 
and other things. Some of his most beautiful verse is to 
be found in Main Street and Other Poems , and Trees and 
Other Poems. # 

Woodrow Wilson (1856-1924).—Woodrow Wilson was 
born at Staunton, Virginia in 1856. During his pro¬ 
fessorship at Princeton University he wrote on historical 
and economic subjects. He was an able analyst of public 
affairs, and wrote with great clearness and vision. His 
History of the American People has become an authority. 
While he was Governor of New Jersey and President of 
the United States his utterances, apart from their high 
idealism, were marked by a clear and vigorous style. His 
War Message, delivered before a joint session of the 
Senate and the House of Representatives of the United 
States on April 2, 1917, is worthy to be included among 
the-greatest addresses ever made in this country. Because 
every boy and girl of New Jersey should be familiar with 
them, the last few lines of this memorable address are 
here given. 

“But the right is more precious than peace, and we shall fight 
for the things which we have always carried nearest our hearts,— 
for democracy, for the right of those who submit to authority to 
have a voice in their own governments, for the rights and liberties 
of small nations, for a universal dominion of right by such a concert 
of free peoples as shall bring peace and safety to all nations and 
make the world itself at last free. To such a task we can dedicate 
our lives and our fortunes, everything that we are and everything 
that we have, with the pride of those who know that the day has 
come when America is privileged to spend her blood and her might 


POETS AND WRITERS OF NEW JERSEY 223 

for the principles that gave her birth and happiness and the peace 
which she has treasured. God helping her, she can do no other.” 

Marion Harland (1831-1923).—Mary Virginia Hawes 
Terhune used the pen name “ Marion Harland.” She 
wrote stories contributed to Babyhood, Wide-Awake, and 
St. Nicholas, as well as novels and books of travel. One 
of Marion Harland’s last stories, A Long Lane, is a story of 
Jersey people in a Jersey setting. She and her son, Albert 
Payson Terhune, worked together in writing Doctor Dale , 
A Novel Without a Moral. This is a rare case, if not the 
only one on record, of a mother and son joining in the 
authorship* of a novel. 

Albert Payson Terhune.—Albert Payson Terhune was 
born at Newark in 1872. After graduating from college, 
he traveled in Syria and Egypt. Syria from the Saddle 
is the name of one of his travel books. Other books are 
Wonder Women of History, The Locust Years, Adventures 
of Ladd, Further Adventures of Ladd, Bruce, Black Gold, 
The Pest, Dollars and Cents, and The Man in the Dark. 
He is also the author of more than thirty motion picture 
plays. He lives at “ Sunnybank,” Pompton Lakes. 

Fred Clare Baldwin.—Fred Clare Baldwin, minister, 
author, and lecturer, was born at Towaco, New Jersey in 
i860. He was graduated from Drew Theological Seminary 
in 1885 and received the degree of Doctor of Laws from 
Dickinson College in 1898. After serving as pastor of St. 
Luke’s M. E. Church and the Centenary M. E. Church, 
Newark, he became pastor of the Calvary M. E. Church, 
East Orange, where he served for nineteen years. Among 
Dr. Baldwin’s best works are The Life Melodious , a collec¬ 
tion of poems, and The Floming Instinct , a book of essays. 
He lives in East Orange. 



224 AN ELEMENTARY HISTORY OF NEW JERSEY 

Theodosia Garrison—Theodosia Garrison Faulks was 
born at Newark in 1874. She has written many delightful 
poems which should be familiar to every New Jersey boy 
and girl. Among her best works are, The Joy oj Lije 
and Other Poems , Earth Cry and Other Poems , and The 
Dreamers. She now lives at Short Hills, New Jersey. 


Albert Payson Terhune. 

Katherine Fullerton Gerould.—Katherine Fullerton 
Gerould was born at Brockton, Massachusetts in 1879. 
Graduating from Radcliffe College in 1900, she remained 
one more year for her Master’s degree. In 1910 she mar¬ 
ried Professor Gordon Hall Gerould, a professor of English 
in Princeton University. 

In 1900 Mrs. Gerould won the prize offered by the Cen¬ 
tury Company for the best story written by a college 





PIETS AND WRITERS OF NEW JERSEY 


graduate. Among her best known works are: Vain Obla¬ 
tions, The Great Tradition, Hawaii—Scenes and Impres¬ 
sions, A Change of Air, and Moods and Morals. She is 
also a frequent contributor to the Atlantic Monthly and 
other magazines. She has lived at Princeton since 1910. 

Joseph C. Lincoln.—Joseph C. Lincoln, though born at 
Brewster, Massachusetts in 1870, has been for several 
years a resident of Hacken¬ 
sack. His Cape Cod stories, 
descriptive of life in these 
Massachusetts fishing ham¬ 
lets, are among the most 
popular novels of to-day. 

Mr. Lincoln is an adept at 
describing characters which 
are quaint and full of in¬ 
terest. 

Among the most popular 
of his novels are Captain 
Eri, Keziah Cojjin, Mary - 
’ Gusta, Shavings, Galusha, 
the Magnificent, Fair Harbor, 
and Doctor Nye. Shavings has also met with great success 
in dramatized form. Many people consider Joseph Lin¬ 
coln’s last novel, Doctor Nye, altogether the strongest and 
best work that he has done. 

Margaret Elizabeth Sangster (1838-1912).—Margaret 
Elizabeth Sangster was born at New Rochelle, New York 
in 1838. Early in life she became a frequent contributor 
to magazines. In 1879 she became associated with the 
Christian Intelligencer, and later* editor of Harper's Bazar, 
and a staff contributor to the Christian Herald, Ladies' 



Joseph C. Lincoln. 




226 AN ELEMENTARY HISTORY OF NEW JERSEY 


Home Journal , and Women's Home Companion. She was 
the author of many delightful poems, essays, and stories. 
Among her best known works are: Poems oj the Household , 
Home Fairies and Heart Flowers , On the Road Home , 
Easter Bells , Little Knights and Ladies , Lyrics of Love , 
77 zc Story Bible , and the Joyful Life. For a number of 
years before her death she lived at Glen Ridge. 

New Jersey the Theme for Many Writers.—Instances 
in which New Jersey’s beauties of nature—her hills and 
valleys, her fair fields and woodlands, her lakes and 
streams, and her bordering ocean with its varying moods 
—have stirred the poet to expression are very many. 
Joseph Fulford Folsom, Henry N. Dodge of Morristown, 
William Croswell Doane, Frank Dempster Sherman, 
Clinton Scollard, William H. Fischer, Henry Morford, 
Ethel Lynn Beers, Walt Whitman, and Henry Van Dyke 
have all found the sea that sweeps the Jersey coast a 
theme worthy of their verse. 

The scene of “ Elizabeth’s Story,” in Longfellow’s 
Tales of a Wayside Inn , is laid in the Quaker colony that 
became Haddonfield. The name “ Elizabeth Haddon,” 
the Quaker speech, and mention of the Delaware River 
clearly indicate this. 

To those who have skill in writing, the military history 
of New Jersey has furnished many a theme. The Battle 
of Monmouth, with its clash between Washington and Lee, 
and the picturesque story of Mollie Pitcher, has inspired 
a number of writers. Thomas Dunn English, Henry Mor¬ 
ford, Sara Wiley Drummond, William Collins, Kate 
Brownlee Sherwood, and Laura E. Richards have each 
told the story in his or her'own way. 


POETS AND WRITERS OF NEW JERSEY 


227 


Writers of Books for Children.—Of writers of books 
for young people, New Jersey has many. Everett T. 
Tomlinson, living in Elizabeth, has written a great number. 
Lola D. Barber of New Brunswick, Howard R. Garis of 
Newark, Edward Stratemeyer of Newark, Gabrielle Jack- 
son of East Orange, Peter Newell of Glen Ridge, and 
Amanda M. Douglas of Newark have all become well 
known for their work. 

Other Writers.—George Quarrie of Neshanic, in Within 
a Jersey Circle , writes entertainingly of New Jersey Tales 
of the Past as Heard. In war time Stanley Washburn of 
Lakewood and Carl W. Ackerman of Lambertville told 
us in war correspondence and in books of what was hap¬ 
pening Over There. Harvey J. O’Higgins of Martinsville 
is a writer of excellent short stories. Honore Willsie of 
Cranford has a wide circle of readers everywhere. David 
Morton of Morristown High School and Louis Ginsberg 
of the Paterson High School have written poetry of quality. 
August Cooper Bristol of Vineland, Amelia Josephine 
Burr of Englewood, Samuel A. W. Dufheld of Bloomfield, 
William H. Fischer of Burlington County, Thomas Hill 
of New Brunswick, Ellin Toy Knowles of Camden, Eugene 
Richard Musgrove of Newark, Charles D. Platt of Dover, 
Mary Stewart Cutting of Orange, and Edward Frank Allen 
of East Orange, are all writers worthy of mention. 

QUESTIONS AND PROJECTS 

1. Why have many poets and writers chosen to write about New 
Jersey? 

2. Name some of the poets who have written of the natural beau¬ 
ties of New Jersey. 


228 AN ELEMENTARY HISTORY OF NEW JERSEY 


3. What outstanding events in New Jersey’s history have fre¬ 
quently been the theme of New Jersey authors? 

4. Write a brief composition giving the names and works of those 
authors who have written especially for young people. 

5. What well-known writer of animal stories lives in New Jersey? 
Perhaps a member of your class has visited his kennels. Ask him 
to describe his experience. 

6. Name a New Jersey poet who died when he was only thirty-two 
years of age; name a novelist who died when he was thirty years 
of age. What is the title of his best known story? 

7. Name your favorite New Jersey poet and his poem that you 
like best. 

8. Commit to memory Joyce Kilmer’s poem “Trees” and others 
of his poems which make an especial appeal to you. 

9. Commit to memory that passage of President Wilson’s War 
Message to Congress which is quoted in this book. 


APPENDIX 


FORMATION 

OF COUNTIES 



County Seat 


County Seat 

Salem, 1675 . 

. Salem 

Morris, 1739 . 

Morristown 

Gloucester, 1677 . 

Woodbury 

Cumberland, 1748 . Bridgeton 

Bergen, 1682 . 

Hackensack 

Sussex, 1753 . 

Newton 

Middlesex, 1682, 


Warren, 1824 . 

. Belvidere 

New Brunswick 

Passaic, 1837 . 

Paterson 

Essex, 1682 

Newark 

Atlantic, 1837 

Mays Landing 

Monmouth, 1682 

. Freehold 

Mercer, 1838 . 

. Trenton 

Somerset, 1688 

Somerville 

Hudson, 1840 

. Jersey City 

Cape May, 1692 


Camden, 1844 

. Camden 

Cape May Court House 

Ocean, 1850 . 

Toms River 

Burlington, 1694 

Mount Holly 

Union, 1857 . 

. Elizabeth 

Hunterdon, 1714 

Flemington 




CHRONOLOGICAL LIST OF GOVERNORS 

Cornelius Jacobsen Mey (director of New Netherlands). 
William Verhulst (director of New Netherlands) . . 

Peter Minuit (governor of New Netherlands) . . . 
Bastiaen Janssen Crol (director general of New Nether- 

lands).. ' * 

Wouter Van Twiller (governor of New Netherlands) . 
William Kieft (governor of New Netherlands) . . . 

John Printiz (governor of New Sweden) .... 

Peter Stuyvesant (governor of New Netherlands) . . 

Philip Carteret (first English governor). 

229 


1624 

1625 

1626-1631 

1631-1633 

1633-1637 

1633-1637 

1642-1653 

1646-1664 

1664-1676 



230 


APPENDIX 


East Jersey 

Philip Carteret.1677-1682 

Robert Barclay (proprietary governor in England) . 1682-1690 

Thomas Rudyard (deputy governor).1682-1683 

Gawen Lawrie (deputy governor).1683-1686 

Lord Neil Campbell (deputy governor).1686-1687 

Andrew Hamilton (deputy governor).1687-1690 

Edmund Andros (royal governor of New York) . . 1688-1689 

John Tatham (proprietary governor—rejected by the 

province).1690 

Col. Joseph Dudley (proprietary governor—rejected by 

the province).1692-1697 

Colonel Andrew Hamilton.1692-1697 

Jeremiah Basse.1698-1699 

Andrew Bowne (deputy governor).1699 

Andrew Hamilton.1699-1702 

West Jersey 

Board of Commissioners, 1676-1679 
Edward Byllinge . 1679-1687 

Samuel Jennings . . 1679-1684 (deputy) 

Thomas Olive . 1684-1685 (deputy) 

John Skeine .... 1685-1687 

Daniel Coxe . . . 1687-1690 

Edward Hunloke . . 1690 (deputy) 

W. J. Society of Pro¬ 
prietors . . 1691 

Andrew Hamilton . . 1692-1697 

Jeremiah Basse . . 1699-1702 (East and West Jersey) 

After Reunion of the Provinces 

Lord Cornbury . . . 1702-1708 (New York and New Jersey) 

Lord Lovelace . . . 1708-1709 (New York and New Jersey) 

Richard Ingoldsby . . 1709-1710 (Lieut.-Governor) 

Robert Hunter . . . 1710-1719 

William Burnet . . 1720-1728 












CHRONOLOGICAL LIST OF GOVERNORS 


23 


John Montgomerie . 

1728-1731 

Lewis Morris 

1731-1732 (President of Council) 

William Cosby . 

. 1732-1736 

John Anderson . 

1736 (President of Council) 

John Hamilton . 

1736-1738 (President of Council) 

Lewis Morris 

1738-1746 (Executive separated from 
New York) 

John Hamilton . 

1746 (President of Council) 

John Reading 

1746-1747 (President of Council) 

Jonathan Belcher 

• 1747-1757 

John Reading . 

1757-1758 (President of Council) 

Francis Bernard 

. 1758-1760 

Thomas Boone . 

1760-1761 

Josiah Hardy 

1761-1762 

William Franklin 

. 1762-1776 


From the Adoption of the State Constitution 


William Livingston (Federalist).1776-1790 

William Paterson (Federalist).1790-1793 

Richard Howell (Federalist).1793-1801 

Joseph Bloomfield (Democrat).1801-1802 

John Lambert (president of council and acting gov¬ 
ernor) (Democrat).1802-1803 

Joseph Bloomfield (Democrat).1803—1812 

Aaron Ogden (Federalist).1812-1813 

William S. Pennington (Democrat).1813-1815 

Mahlon Dickerson (Democrat).1815-1817 

Isaac H. Williamson (Federalist).1817-1829 

Garret D. Wall (Democrat).1829-decrd 

Peter D. Vroom (Democrat).1829-1832 

Samuel L. Southard (Whig).1832-1833 

Elias P. Seeley (Whig).1833 

Peter D. Vroom (Democrat).1833-1836 

Philemon Dickerson (Democrat).1836-1837 

William Pennington (Whig).1837-1843 

Daniel Haines (Democrat).1843-1844 





















232 


APPENDIX 


Governors under the New Constitution 


Charles C. Stratton (Whig) . 

. 1845-1848 

Daniel Haines (Democrat) 


George F. Fort (Democrat) . 

. 1851-1854 

Rodman M. Price (Democrat) 

. 1854-1857 

William A. Newell (Republican) . 

. 1857-1860 

Charles S. Olden (Republican) 

. 1860-1863 

Joel Parker (Democrat) .... 

. 1863-1866 

Marcus L. Ward (Republican) 

. 1866-1869 

Theodore F. Randolph (Democrat) . 

. 1869-1872 

Joel Parker (Democrat) .... 

. 1872-1875 

Joseph D. Bedle (Democrat) . 

. 1875-1878 

George B. McClellan (Democrat) 

. 1878-1881 

George C. Ludlow (Democrat) 

. 1881-1884 

Leon Abbett (Democrat) .... 

. 1884-1887 

Robert S. Green (Democrat) . 

. 1887-1890 

Leon Abbett (Democrat) .... 

. 1890-1893 

George T. Werts (Democrat) . 

. 1893-1896 

John W. Griggs (Republican) 

. 1896-1898 

Foster M. Voorhees (Rep.), Acting Governor, 

Feb. i, ’98-Oct. 18, ’98 

David 0 . Watkins (Rep.), Acting Governor, 

Oct. 18, ’98-Jan. 16, ’99 

Foster M. Voorhees (Republican) 

. 1899-1902 

Franklin Murphy (Republican) . 

. 1902-1905 

Edward C. Stokes (Republican) . 

. 1905-1908 

John Franklin Fort (Republican) 

. 1908-1911 

Woodrow Wilson (Democrat) 

. 1911-1913 

James F. Fielder (Democrat), Acting Governor, 

March 1, ’13-Oct. 28, ’13 

Leon R. Taylor (Democrat), Acting Governor, 

Oct. 28-Jan. 20, *14 

James F. Fielder (Democrat) . 

.I 9 H-I 9 I 7 

Walter E. Edge (Republican) 

. 1917-May 16, 1919 

William N. Runyon (Republican), Acting Governor, 

May 16, ’i9~Jan. 20, ’20 

Edward I. Edwards (Democrat) . 

. 1920-1923 

George S. Silzer (Democrat) 

. 1923- 
















CHRONOLOGICAL LIST OF GOVERNORS 


233 


Other Acting Governors of New Jersey 

The following is a list of Presidents of the Senate who served 
as Acting Governors, for brief periods, during temporary absence 


of regular Governors: 

William M. Johnson (Rep.), Bergen.1900 

Edmund W. Wakelee (Rep.), Bergen.1904 

Joseph S. Frelinghuysen (Rep.), Somerset ..... 1909 

Ernest R. Ackerman (Rep.), Union.1911 

John Dyneley Prince (Rep.), Passaic. . 1912 

John W. Slocum (Dem.), Monmouth.1914 

Walter E. Edge (Rep.), Atlantic.1915 

George W. F. Gaunt (Rep.), Gloucester .... 1916-1917 

Thomas F. McCran (Rep.), Passaic.1918 


United States Senators 

Jonathan Elmer, from March 4, 1789, to March 3, 1791. 

William Paterson, from March 4, 1789, to November 23, 1790. 
Philemon Dickinson, from November 23, 1790, to March 3, 1793. 
John Rusherford, from March 4, 1791, to December 5, 1798. 
Frederick Frelinghuysen, March 4, 1793, to November 12, 1796. 
Richard Stockton, November 12, 1796, to March 3, 1799. 

Franklin Davenport, December 5, 1798, to February 14, 1799* 
James Schureman, February 14, 1799, to February 26, 1801. 
Jonathan Dayton, March 4, 1799, to March 3, 1805. 

Aaron Ogden, February 26, 1801, to March 3, 1803. 

John Condit, September 1, 1803, to March 3, 1809. 

Aaron Kitchell, March 4, 1805, to March 21, 1809. 

John Lambert, March 4, 1809, to March 3, 1815. 

John Condit, March 21, 1809, to March 3, 1817. 

James Jefferson Wilson, March 4, 1815, to January 26, 1821. 
Mahlon Dickerson, March 4, 1817, to March 3, 1829. 

Samuel L. Southard, January 26, 1821, to November 12, 1823. 
Joseph Mcllvaine, November 12., 1823, to August 16, 1826. 
Ephraim Bateman, November 10, 1826, to January 30, 1829. 
Theodore Frelinghuysen, March 4, 1829, to March 3, 1835. 
Mahlon Dickerson, January 30, 1829, to March 3, 1833. 











234 


APPENDIX 


Samuel L. Southard, March 4, 1833, to June 26, 1842. 

Garrett D. Wall, March 4, 1835, to March 3, 1841. 

Jacob W. Miller, March 4, 1841, to March 3, 1853. 

William L. Dayton, July 2, 1842, to March 3, 1851. 

Jacob W. Miller, January 4, 1841, to March 3, 1853. 

Robert F. Stockton, March 4, 1851, to February 11, 1853. 

William Wright, March 4, 1853, to March 3, 1859. 

John R. Thomson (died), February 11, 1853, to December, 1862. 
Richard S. Field (vacancy), December 12, 1862, to January 13, 1863. 
John C. Ten Eyck, from March 17, 1859, to March 3, 1865. 

James W. Wall (vacancy), January 14, 1863, to March 3, 1863. 
William Wright, March 4, 1863, to November, 1866. 

F. T. Frelinghuysen, November, 1866, to March 3, 1869. 

John P. Stockton, March 4, 1865, to March 27, 1866. 

Alexander G. Cattell, December 3, 1866, to March 3, 1871. 

John P. Stockton, March 4, 1869, to March 3, 1875. 

F. T. Frelinghuysen, March 4, 1871, to March 3, 1877. 

T. F. Randolph, March 4, 1875, to March 3, 1881. 

John R. McPherson, March 4, 1877, to March 3, 1895. 

William J. Sewell, March 4, 1881, to March 3, 1887. 

Rufus Blodgett, March 4, 1887, to March 3, 1893. 

James Smith, Jr., March 4, 1893, to March 3, 1899. 

William J. Sewell, March 4, 1895, to December 26, 1901. 

John Kean, March 4, 1899, to March 3, 1911. 

John F. Dryden, February 4, 1902, to March 3, 1907. 

Frank 0 . Briggs, March 4, 1907, to March 3, 1913. 

James E. Martine, March 4, 1911, to March 3, 1917. 

William Hughes, March 4, 1913, to January 30, 1918. 

Joseph S. Frelinghuysen, March 4, 1917, to March 3, 1923. 

David Baird, March 7, 1918, to March 3, 1919. 

Walter E. Edge, May 19, 1919, to- 

Edward I. Edwards, March 4, 1923, to- 


STATE INSTITUTIONS 


235 


STATE INSTITUTIONS 

Institution Established 

The State Capitol (present building).1889 

The State Library.1796 

Trenton State Normal School.1855 

Montclair State Normal School.1915 

Newark State Normal School.1913 

Glassboro State Normal School.1923 

School for the Deaf, Trenton.1896 

Bordentown Industrial School. 

Rutgers College and State University of New Jersey . . 1766 

State Hospital for the Insane, Trenton.1845 

State Hospital for the Insane, Morris Plains.1876 

State Village for Epileptics, Skillman.1898 

State Tuberculous Sanatorium, Glen Gardner .... 1907 

Home for the Care and Training of Feeble-Minded Women, 

Vineland.1888 

State Colony for Feeble-Minded Males, New Lisbon 
Training School for Backward and Feeble-Minded Children, 

Vineland.1888 

New Jersey Memorial Home for Disabled Soldiers, Kearny . 1866 

New Jersey Home for Disabled Soldiers, Sailors or Marines 

and their Wives, Vineland.1898 

New Jersey Firemen’s Home, Boonton.1900 

State Prison, Trenton.1797 

New Jersey Reformatory, Rahway.1901 

State Reformatory for Women, Clinton.1913 

State Home for Boys, Jamesburg.1865 

State Home for Girls, Trenton.1871 

State Arsenal, Trenton.1833 

State Camp Grounds, Sea Girt.1885 

Agricultural Experiment Station, New Brunswick . . . 1887 

State Fish Hatchery and Game Farm, 

Fish Hatchery at Hackettstown.1912 

Game Farm at Forked River.I9 12 
















236 


APPENDIX 


CONSTITUTION OF THE STATE OF NEW JERSEY 

A Constitution agreed upon by the delegates of the people of New 
Jersey in convention begun at Trenton on the fourteenth day of 
May , and continued to the twenty-ninth day of June , in the year of 
our Lord one thousand eight hundred and forty-four , ratified by the 
people at an election held on the thirteenth day of August, A.d. 1844, 
and amended at a special election held on the seventh day of Septem¬ 
ber , a.d. 1875, and at another special election held on the twenty- 
eighth day of September , a.d. 1897. 

We, the people of the State of New Jersey, grateful to Almighty 
God for the civil and religious liberty which He hath so long 
permitted us to enjoy, and looking to Him for a blessing upon our 
endeavors to secure and transmit the same unimpaired to succeed¬ 
ing generations, do ordain and establish this Constitution: 

ARTICLE I 
Rights and Privileges 

1. All men are by nature free and independent, and have certain 
natural and unalienable rights, among which are those of enjoying 
and defending life and liberty; acquiring, possessing and protecting 
property, and of pursuing and obtaining safety and happiness. 

2. Ail political power is inherent in the people. Government is 
instituted for the protection, security and benefit of the people, 
and they have the right at all times to alter or reform the same, 
whenever the public good may require it. 

3. No person shall be deprived of the inestimable privilege of 
worshiping Almighty God in a manner agreeable to the dictates of 
his own conscience; nor, under any pretense whatever, to be com¬ 
pelled to attend any place of worship contrary to his faith and 
judgment; nor shall any person be obliged to pay tithes, taxes or 
other rates for building or repairng any church or churches, place 
or places of worship, or for the maintenance of any minister or 
ministry, contrary to what he believes to be right, or has deliberately 
and voluntarily engaged to perform. 


CONSTITUTION OF THE STATE OF NEW JERSEY 237 


4. There shall be no establishment of one religious sect in 
preference to another; no religious test shall be required as a 
qualification for any office or public trust; and no person shall be 
denied the enjoyment of any civil right merely on account of his 
religious principles. 

5. Every person may freely speak, write and publish his senti¬ 
ments on all subjects, being responsible for the abuse of that right. 
No law shall be passed to restrain or abridge the liberty of speech 
or of the press. In all prosecutions or indictments for libel, the 
truth may be given in evidence to the jury; and if it shall appear 
to the jury that the matter charged as libelous is true, and was 
published with good motives and for justifiable ends, the party 
shall be acquitted; and the jury shall have the right to determine the 
law and the fact. 

6. The right of the people to be secure in their persons, houses, 
papers, and effects, against unreasonable searches and seizures, 
shall not be violated; and no warrant shall issue but upon probable 
cause, supported by oath or affirmation, and particularly describing 
the place to be searched and the papers and things to be seized. 

7. The right of a trial by jury hall remain inviolate; but the 
legislature may authorize the trial of civil suits, when a matter in 
dispute does not exceed fifty dollars, by a jury of six men. 

8. In all criminal prosecutions the accused shall have the right to 
a speedy and public trial by an impartial jury; to be informed of 
the nature and cause of the accusation; to be confronted with the 
witnesses against him; to have compulsory process for obtaining 
witnesses in his favor, and to have the assistance of a counsel in 
his defense. 

9. No person shall be held to answer for a criminal offense, unless 
on the presentment or indictment of a grand jury, except in cases 
of impeachment, or in cases cognizable by justices of the peace, or 
arising in the army or navy; or in the militia, when in actual 
service in time of war or public danger. 

10. No person shall, after acquittal, be tried for the same offense. 
All persons shall, before conviction, be bailable by sufficient sureties, 
except for capital offenses, when the proof is evident or presumption 
great. 

11. The privilege of the writ of habeas corpus shall not be sus- 


238 


APPENDIX 


pended, unless in case of rebellion or invasion the public safety may 
require it. 

12. The military shall be in strict subordination to the civil 
power. 

13. No soldier shall, in time of peace, be quartered in any house 
without the consent of the owner; nor in time of war, except in a 
manner prescribed by law. 

14. Treason against the State shall consist only in levying war 
against it, or in adhering to its enemies, giving them aid and 
comfort. No person shall be convicted of treason, unless on the 
testimony of two witnesses to the same overt act, or on confession 
in open court. 

15. Excessive bail shall not be required, excessive fines shall 
not be imposed, and cruel and unusual punishments shall not be 
inflicted. 

16. Private property shall not be taken for public use without 
just compensation; but land may be taken for public highways as 
heretofore, until the legislature shall direct compensation to be 
made. 

17. No person shall be imprisoned for debt in any action, or on 
any judgment founded upon contract, unless in cases of fraud; nor 
shall any person be imprisoned for a militia fine in time of peace. 

18. The people have the right freely to assemble together to 
consult for the common good, to make known their opinions to 
their representatives, and to petition for redress of grievances. 

19. No county, city, borough, town, township or village shall 
hereafter give any money or property, or loan its money or credit, 
to or in aid of any individual association or corporation, or become 
security for or be directly or indirectly the owner of any stock or 
bonds of any association or corporation. 

20. No donation of land or appropriation of money shall be made 
by the State or any municipal corporation to or for the use of any 
society, association or corporation whatever. 

21. This enumeration of rights and privileges shall not be con¬ 
strued to impair or deny others retained by the people. 


CONSTITUTION OF THE STATE OF NEW JERSEY 239 


ARTICLE II 
Right of Suffrage 

1. Every male citizen of the United States, of the age of twenty- 
one years, who shall have been a resident of this State one year, and 
of the county in which he claims his vote five months, next before 
the election, shall be entitled to vote for all officers that now are, or 
hereafter may be, elective by the people; provided, that no person 
in the military, naval or marine service of the United States shall 
be considered a resident in this State, by being stationed in any gar¬ 
rison, barrack, or military or naval place or station within this State; 
and no pauper, idiot, insane person, or person convicted of a crime 
which now excludes him from being a witness unless pardoned or 
restored by law to the right of suffrage, shall enjoy the right of an 
elector; and provided further, that in time of war no elector in the 
actual military service of the State, or of the United States, in the 
army or navy thereof, shall be deprived of his vote by reason of his 
absence from such election district; and the legislature shall have 
power to provide the manner in which, and the time and place at 
which, such absent electors may vote, and for the return and canvass 
of their votes in the election districts in which they respectively 
reside. 

2. The legislature may pass laws to deprive persons of the right 
of suffrage who shall be convicted of bribery. 


ARTICLE III 

Distribution of the Powers of Government 

1. The powers of the government shall be divided into three dis¬ 
tinct departments—the legislative, executive and judicial; and no 
person or persons belonging to, or constituting one of these depart¬ 
ments, shall exercise any of the powers properly belonging to 
either of the others, except as herein expressly provided. 


240 


APPENDIX 


ARTICLE IV 
Legislative 

Section I 

1. The legislative power shall be vested in a senate and general 
assembly. 

2. No person shall be a member of the senate who shall not have 
attained the age of thirty years, and have been a citizen and inhab¬ 
itant of the State for four years, and of the county for which he shall 
be chosen one year, next before his election; and no person shall be a 
member of the general assembly who shall not have attained the age 
of twenty-one years, and have been a citizen and inhabitant of the 
State for two years, and of the county for which he shall be chosen 
one year next before his election; provided ,, that no person shall be 
eligible as a member of either house of the legislature, who shall not 
be entitled to the right of suffrage. 

3. Members of the senate and general assembly shall be elected 
yearly and every year, on the first Tuesday after the first Monday in 
November; and the two houses shall meet separately on the second 
Tuesday in January next after the said day of election, at which time 
of meeting the legislative year shall commence; but the time of 
holding such election may be altered by the legislature. 


Section II 

1. The senate shall be composed of one senator from'each county 
in the State, elected by the legal voters of the counties, respectively, 
for three years. 

2. As soon as the senate shall meet after the first election to be 
held in pursuance of this constitution, they shall be divided as 
equally as may be into three classes. The seats of the senators of 
the first class shall be vacated at the expiration of the first year; 
of the second class at the expiration of the second year; and of the 
third class at the expiration of the third year, so that one class may 
be elected every year; and if vacancies happen, by resignation or 


CONSTITUTION OF THE STATE OF NEW JERSEY 241 


otherwise, the persons elected to supply such vacancies shall be 
elected for the unexpired terms only. 


Section III 

1. The general assembly shall be composed of members annually 
elected by the legal voters of'the counties, respectively, who shall be 
apportioned among the said counties as nearly as may be according 
to the number of their inhabitants. The present apportionment 
shall continue until the next census of the United States shall have 
been taken, and an apportionment of members of the general assem¬ 
bly shall be made by the legislature at its first session after the next 
and every subsequent enumeration or census, and when made shall 
remain unaltered until another enumeration shall have been taken; 
provided , that each county shall at all times be entitled to one 
member; and the whole number of members shall never exceed 
sixty. 

Section IF 

1. Each house shall direct writs of election for supplying vacan¬ 
cies, occasioned by death, resignation, or otherwise; but if vacan¬ 
cies occur during the recess of the legislature, the writs may be issued 
by the governor, under such regulations as may be prescribed by 
law. 

2. Each house shall be the judge of the elections, returns and 
qualifications of its own members, and a majority of each shall con¬ 
stitute a quorum to do business; but a smaller number may adjourn 
from day to day, and may be authorized to compel the attendance 
of absent members, in such manner, and under such penalties, as 
each house may provide. 

3. Each house shall choose its own officers, determine the rules of 
its proceedings, punish its members for disorderly behavior, and, 
with the concurrence of two thirds, may expel a member. 

4. Each house shall keep a journal of its proceedings, and from 
time to time publish the same; and the yeas and nays of the mem¬ 
bers of either house on any question shall, at the desire of one-fifth 
of those present, be entered on the journal. 


242 


APPENDIX 


5. Neither house, during the session of the legislature, shall, 
without the consent of the other, adjourn for more than three days, 
nor to any other place than that in which the two houses shall be 
sitting. 

6. All bills and joint resolutions shall be read three times in each 
house, before the final passage thereof; and no bill or joint resolu¬ 
tion shall pass unless there be a majority of all the members of each 
body personally present and agreeing thereto; and the yeas and 
nays of the members voting on such final passage shall be entered 
on the journal. 

7. Members of the senate and general assembly shall receive 
annually the sum of five hundred dollars during the time for which 
they shall have been elected and while they shall hold their office, 
and no other allowance or emolument, directly or indirectly, for 
any purpose whatever. The president of the senate and the speaker 
of the house of assembly shall, in virtue of their offices, receive an 
additional compensation, equal to one-third of their allowance as 
members. 

8. Members of the senate and general assembly shall, in all cases 
except treason, felony and breach of the peace, be privileged from 
arrest during their attendance at the sitting of their respective 
houses, and in going to and returning from the same; and for any 
speech or debate, in either house, they shall not be questioned in 
any other place. 

Section V 


1. No member of the senate or general assembly shall, during the 

time for which he was elected, be nominated or appointed by the 
governor, or by the legislature in joint meeting, to any civil office 
under the authority of this State which shall have been created, or 
the emoluments whereof shall have been increased, during such 
time. -—. 

2. If any member of the senate or general assembly shall be 
elected to represent this State in the senate or house of representa¬ 
tives of the United States, and shall accept thereof, or shall accept 
of any office or appointment under the government of the United 
States, his seat in the legislature of this State shall thereby be 
vacated. 


CONSTITUTION OF THE STATE OF NEW JERSEY 243 


3. No justice of the supreme court, nor judge of any other court, 
sheriff, justice of the peace nor any person or persons possessed of 
any office of profit under the government of this State, shall be 
entitled to a seat either in the senate or in the general assembly; 
but, on being elected and taking his seat, his office shall be consid¬ 
ered vacant; and no person holding any office of profit under the 
government of the United States shall be entitled to a seat in either 
house. 


Section VI 

1. All bills for raising revenue shall originate in the house of 
assembly; but the senate may propose or concur with amendments, 
as on other bills. 

2. No money shall be drawn from the treasury but for appropria¬ 
tions made by law. 

3. The credit of the State shall not be directly or indirectly loaned 
in any case. 

4. The legislature shall not, in any manner, create any debt or 
debts, liability or liabilities, of the State which shall, singly or in 
the aggregate with any previous debts or liabilities, at any time 
exceed one hundred thousand dollars, except for purposes of war, or 
to repel invasion, or to suppress insurrection, unless the same shall 
be authorized by a law for some single object or work, to be dis¬ 
tinctly specified therein; which law shall provide the ways and 
means, exclusive of loans, to pay the interest of such debt or lia¬ 
bility as it falls due, and also to pay and discharge the principal of 
such debt or liability within thirty-five years from the time of the 
contracting thereof, and shall be irrepealable until such debt or lia¬ 
bility, and the interest thereon, are fully paid and discharged; and 
no such law shall take effect until it shall, at a general election, have 
been submitted to the people, and have received the sanction of a 
majority of all the votes cast for and against it at such election; and 
all money to be raised by the authority of such law shall be applied 
only to the specific object stated therein, and to the payment of the 
debt thereby created. This section shall not be construed to refer 
to any money that has been, or may be, deposited with this State by 
the government of the United States. 


APPENDIX 


H4 


Section VII 

1. No divorce shall be granted by the legislature. 

2. No lottery shall be authorized by the legislature or otherwise in 
this State, and no ticket in any lottery shall be bought or sold within 
this State, nor shall pool-selling, book-making or gambling of any 
kind be authorized or allowed within this State, nor shall any gam¬ 
bling device, practice or game of chance now prohibited by law be 
legalized, or the remedy, penalty or punishment now provided 
therefor be in any way diminished. 

3. The legislature shall not pass any bill of attainder, ex post facto 
law, or law impairing the obligation of contracts, or depriving a 
party of any remedy for enforcing a contract which existed when the 
contract was made. 

4. To avoid improper influences which may result from inter¬ 
mixing in one and the same act such things as have no proper rela¬ 
tion to each other, every law shall embrace but one object, and that 
shall be expressed in the title. No law shall be revived or amended 
by reference to its title only; but the act revived, or the section or 
sections amended shall be inserted at length. No general law shall 
embrace any provision of a private, special or local character. No 
act shall be passed which shall provide that any existing law, or any 
part thereof, shall be made or deemed a part of the act, or which 
shall enact that any existing law, or any part thereof, shall be appli¬ 
cable, except by inserting it in such act. 

5. The laws of this State shall begin in the following style: “Be 
it enacted by the Senate and General Assembly of the State of New 
Jersey.” 

6. The fund for the support of free schools, and all money, stock 
and other property which may hereafter be appropriated for that 
purpose, or received into the treasury under the provision of any 
law heretofore passed to augment the said fund, shall be securely 
invested and remain a perpetual fund; and the income thereof, 
except so much as it may be judged expedient to apply to an increase 
of the capital, shall be annually appropriated to the support of public 
free schools, for the equal benefit of all the people of the State; and 
it shall not be competent for the legislature to borrow, appropriate or 
use the said fund, or any part thereof, for any other purpose, under 


CONSTITUTION OF THE STATE OF NEW JERSEY 245 


any pretense whatever. The legislature shall provide for the main¬ 
tenance and support of a thorough and efficient system of free public 
schools for the instruction of all the children in this State between 
the ages of five and eighteen years. 

7. No private or special law shall be passed authorizing the sale of 
any lands belonging in whole or in part to a minor or minors, or 
other persons who may at the time be under any legal disability to 
act for themselves. 

8. Individuals or private corporations shall not be authorized to 
take private property for public use, without just compensation 
first made to the owners. 

9. No private, special or local bill shall be passed unless public 
notice of the intention to apply therefor, and of the general object 
thereof, shall have been previously given. The legislature, at the 
next session after the adoption hereof, and from time to time there¬ 
after, shall prescribe the time and mode of giving such notice, the 
evidence thereof, and how such evidence shall be preserved. 

10. The legislature may vest in the circuit courts, or courts of 
common pleas within the several counties of this State, chancery 
powers, so far as relates to the foreclosure of mortgages and sale of 
mortgaged premises. 

11. The legislature shall not pass private, local or special laws in 
any of the following enumerated cases; that is to say: 

Laying out, opening, altering and working roads or highways. ; 

Vacating any road, town plot, street, alley or public grounds. 

Regulating the internal affairs of towns and counties; appointing 
local offices or commissions to regulate municipal affairs. 

Selecting, drawing, summoning or empaneling grand or petit 
jurors. 

Creating, increasing or decreasing the percentage or allowance of 
public officers during the term for which said officers were elected or 
appointed. 

Changing the law of descent. 

Granting to any corporation, association or individual any exclu¬ 
sive privilege, immunity or franchise whatever. 

Granting to any corporation, association or individual the right 
to lay down railroad tracks. 

Providing for changes of venue in civil or criminal cases. 


246 


APPENDIX 


Providing for the management and support of free public schools. 

The legislature shall pass general laws providing for the cases 
enumerated in this paragraph, and for all other cases which, in its 
judgment, may be provided for by general laws. The legislature 
shall pass no special act conferring corporate powers, but they shall 
pass general laws under which corporations may be organized and 
corporate powers of every nature obtained, subject, nevertheless, 
to repeal or alteration at the will of the legislature. 

12. Property shall be assessed for taxes under general laws, and by 
uniform rules, according to its true value. 

Section Fill 

1. Members of the legislature shall, before they enter on the 
duties of their respective offices, take and subscribe the following 
oath or affirmation: 

“I do solemnly swear [or affirm, as the case may be], that I will 
support the constitution of the United States and the constitution 
of the State of New Jersey, and that I will faithfully discharge the 
duties of senator [or member of the general assembly, as the case 
may be], according to the best of my ability.” 

And members-elect of the senate or general assembly are hereby 
empowered to administer to each other the said oath or affirmation. 

2. Every officer of the legislature shall, before he enters upon his 
duties, take and subscribe the following oath or affirmation: “I 
do solemnly promise and swear [or affirm] that I will faithfully, 

impartially and justly perform all the duties of the office of-, to 

the best of my ability and understanding; that I will carefully 
preserve all records, papers, writings or property intrusted to me 
for safe-keeping by virtue of my office, and make such disposition 
of the same as may be required by law.” 

ARTICLE V 
Executive 

1. The executive power shall be vested in a governor. 

2. The governor shall be elected by the legal voters of this State. 
The person having the highest number of votes shall be the gov- 


CONSTITUTION OF THE STATE OF NEW JERSEY 247 


ernor; but if two or more shall be equal and highest in votes, one of 
them shall be chosen governor by the vote of a majority of the mem¬ 
bers of both houses in joint meeting. Contested elections for the 
office of governor shall be determined in such manner as the legis¬ 
lature shall direct by law. When a governor is to be elected by the 
people, such election shall be held at.the time when and at the places 
when the people shall respectively vote for members of the legisla¬ 
ture. 

3. The governor shall hold his office for three years, to commence 
on the third Tuesday of January next ensuing the election for 
governor by the people, and to end on the Monday preceding the 
third Tuesday of January, three years thereafter; and he shall be 
incapable of holding that office for three years next after his term 
of service shall have expired; and no appointment or nomination to 
office shall be made by the governor during the last week of his said 
term. 

4. The governor shall be not less than thirty years of age, and 
shall have been for twenty years, at least, a citizen of the United 
States, and a resident of this State seven years next before his elec¬ 
tion, unless he shall have been absent during that time on the public 
business of the United States or of this State. 

5. The governor shall, at stated times, receive for his services a 
compensation which shall be neither increased nor diminished during 
the period for which he shall have been elected. 

6. He shall be the commander-in-chief of all the military and 
naval forces of the State; he shall have power to convene the 
legislature, or the senate alone, whenever in his opinion public 
necessity requires it; he shall communicate by message to the legis¬ 
lature at the opening of each session, and at such other times as he 
may deem necessary, the condition of the State, and recommend 
such measures as he may deem expedient; he shall take care that the 
laws be faithfully executed, and grant, under the great seal of the 
State, commissions to all such officers as shall be required to be 
commissioned. 

7. Every bill which shall have passed both houses shall be pre¬ 
sented to the governor; if he approve he shall sign it, but if not, he 
shall return it, with his objections, to the house in which it shall 
have originated, who shall enter the objections at large on their 


248 


APPENDIX 


journal, and proceed to reconsider it; if, after such reconsideration, 
a majority of the whole number of that house shall agree to pass the 
bill, it shall be sent, together with the objections, to the other house, 
by which it shall likewise be reconsidered, and if approved of by a 
majority of the whole number of that house, it shall become a law; 
but in neither house shall the. vote be taken on the same day on 
which the bill shall be returned to it; and in all such cases, the votes 
of both houses shall be determined by yeas and nays, and the names 
of the persons voting for and against the bill shall be entered on the 
journal of each house respectively. If any bill shall.not be returned 
by the governor, within five days (Sundays excepted) after it shall 
have been presented to him, the same shall be a law in like manner 
as if he had signed it, unless the legislature by their adjournment 
prevent its return, in which case it shall not be a law. If any bill 
presented to the governor contain several items of appropriations of 
money, he may object to one or more of such items while approving 
of the other portions of the bill. In such case he shall append to 
the bill, at the time of signing it, a statement of the items to which 
he objects, and the appropriation so objected to shall not take effect. 
If the legislature be in session he shall transmit to the house in which 
the bill originated, a copy of such statement, and the items objected 
to shall be separately reconsidered. If, on reconsideration, one or 
more of such items be approved by a majority of the members 
elected to each house, the same shall be a part of the law, notwith¬ 
standing the objections of the governor. All the provisions of this 
section in relation to bills not approved by the governor shall apply 
to cases in which he shall withhold his approval from any item or 
items contained in a bill appropriating money. 

8. No member of congress, or person holding an office under the 
United States, or this State, shall exercise the office of governor; 
and in case the governor, or person administering the government 
shall accept any office under the United States or this State, his 
office of governor shall thereupon be vacant. Nor shall he be 
elected by the legislature to any office under the government of this 
State or of the United States, during the term for which he shall have 
been elected governor. 

9. The governor, or person administering the government, shall 
have power to suspend the collection of fines and forfeitures, and to 


CONSTITUTION OF THE STATE OF NEW JERSEY 249 

grant reprieves, to extend until the expiration of a time not exceed¬ 
ing ninety days after conviction; but this power shall not extend 
to cases of impeachment. 

10. The governor, or person administering the government, the 
chancellor, and the six judges of the court of errors and appeals, or a 
major part of them, of whom the governor, or person administering 
the government, shall be one, may remit fines and forfeitures, and 
grant pardons, after conviction, in all cases except impeachment. 

11. The governor and all other civil officers under this State shall 
be liable to impeachment for misdemeanor in office during their con¬ 
tinuance in office, and for two years thereafter. 

12. In case of the death, resignation or removal from office of the 
governor, the powers, duties and emoluments of the office shall 
devolve upon the president of the senate, and in case of his death, 
resignation or removal, then upon the speaker of the house of assem¬ 
bly, for the time being, until another governor shall be elected and 
qualified; but in such case another governor shall be chosen at the 
next election for members of the legislature, unless such death, 
resignation or removal shall occur within thirty days immediately 
preceding such next election, in which case a governor shall be 
chosen at the second succeeding election for members of the legis¬ 
lature. When a vacancy happens, during the recess of the legisla¬ 
ture, in any office which is to be filled by the governor and senate, 
or by the legislature in joint meeting, the governor shall fill such 
vacancy and the commission shall expire at the end of the next 
session of the legislature, unless a successor shall be sooner appointed; 
when a vacancy happens in the office of clerk or surrogate of any 
county, the governor shall fill such vacancy, and the commission 
shall expire when a successor is elected and qualified. No person 
who shall have been nominated to the senate by the governor for 
any office of trust or profit under the government of this State, and 
shall not have been confirmed before the recess of the legislature, 
shall be eligible for appointment to such office during the contin¬ 
uance of such recess. 

13. In case of the impeachment of the governor, his absence from 
the State or inability to discharge the duties of his office, the powers, 
duties and emoluments of the office shall devolve upon the president 
of the senate; and in case of his death, resignation or removal, then 


250 


APPENDIX 


upon the speaker of the house of assembly for the time being, until 
the governor, absent or impeached, shall return or be acquitted, or 
until the disqualification or inability shall cease, or until a new gov¬ 
ernor be elected and qualified. 

14. In case of a vacancy in the office of governor from any other 
cause than those herein enumerated, or in case of the death of the 
governor-elect before he is qualified into office, the powers, duties 
and emoluments of the office shall devolve upon the president of the 
senate or speaker of the house of assembly, as above provided for, 
until a new governor be elected and aualified. 

ARTICLE VI 
Judiciary 

Section I 

1. The judicial power shall be vested in a court of errors and 
appeals in the last resort in all causes as heretofore; a court for the 
trial of impeachments; a court of chancery; a prerogative court; a 
supreme court; circuit courts, and such inferior courts as now exist, 
and as may be hereafter ordained and established by law; which 
inferior courts the legislature may alter or abolish, as the public 
good shall require. 

Section II 

1. The court of errors and appeals shall consist of the chancellor, 
the justices of the supreme court, and six judges, or a major part of 
them; which judges are to be appointed for six years. 

2. Immediately after the court shall first assemble, the six judges 
shall arrange themselves in such manner that the seat of one of them 
shall be vacated every year, in order that thereafter one judge may 
be annually appointed. 

3. Such of the six judges as shall attend the court shall receive, 
respectively, a per diem compensation, to be provided by law. 

4. The secretary of state shall be the clerk of this court. 

5. When an appeal from an order or decree shall be heard, the 
chancellor shall inform the court, in writing, of the reasons for his 


CONSTITUTION OF THE STATE OF NEW JERSEY 251 


order or decree; but he shall not sit as a member, or have a voice in 
the hearing or final sentence. 

6. When a writ of error shall be brought, no justice who has 
given a judicial opinion in the cause in favor of or against any 
error complained of, shall sit as a member, or have a voice on 
the hearing, or for its affirmance or reversal; but the reasons for such 
opinion shall be assigned to the court in writing. 

Section III 

1. The house of assembly shall have the sole power of impeach¬ 
ing, by a vote of a majority of all the members; and all impeach¬ 
ments shall be tried by the senate; the members, when sitting for 
that purpose, to be on oath or affirmation “truly and impartially 
to try and determine the charge in question according to evidence”; 
and no person shall be convicted without the concurrence of two- 
thirds of all the members of the senate. 

2. Any judicial officer impeached shall be suspended from exer¬ 
cising his office until his acquittal. 

3. Judgment in cases of impeachment shall not extend farther 
than to removal from office, and to disqualification to hold and 
enjoy anv office of honor, profit or trust under this State; but the 
partv convicted shall, nevertheless, be liable to indictment, trial and 
punishment according to law. 

4. The secretary of state shall be the clerk of this court. 

Section IV 

1. The court of chancery shall consist of a chancellor. 

2. The chancellor shall be the ordinary or surrogate general, and 
judge of the prerogative court. 

3. All persons aggrieved by any order, sentence or decree of the 
orphans’ court, may appeal from the same, or from any part thereof, 
to the prerogative court; but such order, sentence or decree shall 
not be removed into the supreme court, or circuit court if the sub¬ 
ject-matter thereof be within the jurisdiction of the orphans’ court. 

4. The secretary of state shall be the register of the prerogative 
court, and shall perform the duties required of him by law in that 
respect. 


252 


APPENDIX 


Section V 

1. The supreme court shall consist of a chief justice and four 
associate justices. The number of associate justices may be 
increased or decreased by law, but shall never be less than two. 

2. The circuit courts shall be held in every county of this State, 
by one or more of the justices of the supreme court, or a judge 
appointed for that purpose, and shall, in all cases within the county 
except in those of a criminal nature, have common law jurisdiction, 
concurrent with the supreme court; and any final judgment of a 
circuit court may be docketed in the supreme court, and shall oper¬ 
ate as a judgment obtained in the supreme court from the time of 
such docketing. 

3. Final judgments in any circuit court may be brought by writ 
of error into the supreme court, or directly into the court of errors 
and appeals. 

Section VI 

1. There shall be no more than five judges of the inferior court of 
common pleas in each of the counties in this State, after the terms of 
the judges of said court now in office shall terminate. One judge for 
each county shall be appointed every year, and no more, except to 
fill vacancies, which shall be for the unexpired term only. 

2. The commissions for the first appointments of judges of said 
court shall bear date and take effect on the first day of April next; 
and all subsequent commissions for judges of said court shall bear 
date and take effect on the first day of April in every successive 
year, except commissions to fill vacancies, which shall bear date and 
take effect when issued. -**-*?**'.^ 

Section VII 

1. There may be elected under this constitution two, and not 
more than five, justices of the peace in each of the townships of the 
several counties of this State, and in each of the wards, in cities that 
may vote in wards. When a township or ward contains two thou¬ 
sand inhabitants-or less, it may have two justices; when it con¬ 
tains more than two thousand inhabitants, and not more than four 
thousand, it may have four justices; and when it contains more than 



CONSTITUTION OF THE STATE OF NEW JERSEY 253 

four thousand inhabitants, it may have five justices; provided , that 
whenever any township not voting in wards contains more than 
seven thousand inhabitants, such township may have an additional 
justice for each additional three thousand inhabitants above four 
thousand. 

2. The population of the townships in the several counties of the 
State and of the several wards shall be ascertained by the last pre¬ 
ceding census of the United States, until the legislature shall pro¬ 
vide, by law, some other mode of ascertaining it. 


ARTICLE VII 

Appointing Power and Tenure of Office 
Section I 

Militia Officers 

1. The legislature shall provide by law for enrolling, organizing 
and arming the militia. 

2. Captains, subalterns and non-commissioned officers shall be 
elected by the members of their respective companies. 

3. Field officers of regiments, independent battalions and squad¬ 
rons shall be elected by the commissioned officers of their respective 
regiments, battalions or squadrons. 

4. Brigadier-generals shall be elected by the field officers of their 
respective brigades. 

5. Major-generals, the adjutant-general and quartermaster-gen¬ 
eral shall be nominated by the governor, and appointed by him, 
with the advice and consent of the senate. 

6. The legislature shall provide, by law, the time and manner of 
electing militia officers, and of certifying their elections to the gov¬ 
ernor, who shall grant their commissions, and determine their rank, 
when not determined by law; and no commissioned officer shall be 
removed from office but by the sentence of a court-martial pursuant 
to law. 

7. In case the electors of subalterns, captains, or field officers shall 


254 


APPENDIX 


refuse or neglect to make such elections, the governor shall have 
power to appoint such officers, and to fill all vacancies caused by 
such refusal or neglect. 

8. Brigade inspectors shall be chosen by the field officers of their 
respective brigades. 

9. The governor shall appoint all militia officers whose appoint¬ 
ment is not otherwise provided for in this constitution. 

10. Major-generals, brigadier-generals and commanding officers of 
regiments, independent battalions and squadrons shall appoint the 
staff officers of their divisions, brigades, regiments, independent 
battalions and squadrons, respectively. 

ARTICLE VII 

Appointing Power and Tenure of Office 

Section I 

Militia Officers 

1. The legislature shall provide by law for enrolling, organizing 
and arming the militia. 

2. Captains, subalterns and non-commissioned officers shall be 
elected by the members of their respective companies. 

3. Field officers of regiments, independent battalions and squad- 
roms shall be elected by the commissioned officers of their respective 
regiments, battalions or squadrons. 

4. Brigadier-generals shall be elected by the field officers of their 
respective brigades. 

5. Major-generals, the adjutant-general and quartermaster-gen¬ 
eral shall be nominated by the governor, and appointed by him, 
with the advice and consent of the senate. 

6. Clerks and surrogates of counties shall be elected by the people 
of their respective counties, at the annual elections for members of 
the general assembly. 

They shall hold their offices for five years. 

7. Sheriffs and coroners shall be elected by the people of their 
respective counties, at the elections for members of the general 


CONSTITUTION OF THE STATE OF NEW JERSEY 255 


assembly, and they shall hold their offices for three years, after 
which three years must elapse before they can be again capable of 
serving. Sheriffs shall annually renew their bonds. 

8. Justices of the peace shall be elected by ballot at the annual 
meetings of the townships in the several counties of the State, and 
of the wards in cities that may vote in wards, in such manner and 
under such regulations as may be hereafter provided by law. 

They shall be commissioned for the county, and their commis¬ 
sions shall bear date and take effect on the first day of May next after 
their ‘election. 

They shall hold their offices for five years; but when elected to fill 
vacancies, they shall hold for the unexpired term only; provided , 
that the commission of any justice of the peace shall become vacant 
upon his ceasing to reside in the township in which he was elected. 

The first election for justices of the peace shall take place at the 
next annual town-meetings of the townships in the several counties 
of the State, and of the wards in cities that may vote in wards. 

9. All other officers, whose appointments are not otherwise pro¬ 
vided for by law, shall be nominated by the governor, and appointed 
by him, with the advice and consent of the senate; and shall hold 
their offices for the time prescribed by law. 

10. All civil officers elected or appointed pursuant to the provi¬ 
sions of this constitution, shall be commissioned by the governor. 

11. The term of office of all officers elected or appointed, pursuant 
to the provisions of this constitution, except when herein otherwise 
directed, shall commence on the day of the date of their respective 
commissions; but no commission for any office shall bear date prior 
to the expiration of the term of the incumbent of said office. 


ARTICLE VIII 
General Provisions 

1. The secretary of state shall be ex officio an auditor of the 
accounts of the treasurer, and as such, it shall be his duty to assist 
the legislature in the annual examination and settlement of said 
accounts, until otherwise provided by law. 


APPENDIX 


256 


2. The seal of the State shall be kept by the governor, or person 
administering the government, and used by him officially, and shall 
be called the great seal of the State of New Jersey. 

3. All grants and commissions shall be in the name and by the 
authority of the State of New Jersey, sealed with the great seal, 
signed by the governor, or person administering the government 
and countersigned by the secretary of state, and it shall run thus: 

“The State of New Jersey, to-, greeting.” All writs shall be 

in the name of the State; and all indictments shall conclude in the 
following manner, viz., “against the peace of this State, the govern¬ 
ment and dignity of the same.” 

4. This constitution shall take effect and go into operation on the 
second day of September, in the year of our Lord one thousand eight 
hundred and forty-four. 


ARTICLE IX 

Amendments 

Any specific amendment or amendments to the constitution may 
be proposed in the senate or general assembly, and if the same shall 
be agreed to by a majority of the members elected to each of the two 
houses, such proposed amendment or amendments shall be entered 
on their journals, with the yeas and nays taken thereon, and referred 
to the legislature then next to be chosen, and shall be published for 
three months previous to making such choice, in at least one news¬ 
paper of each county, if any be published therein; and if in the legis¬ 
lature next chosen as aforesaid, such proposed amendment or amend¬ 
ments, or any of them, shall be agreed to by a majority of all the 
members elected to each house, then it shall be the duty of the 
legislature to submit such proposed amendment or amendments, 
or such of them as may have been agreed to as aforesaid by the two 
legislatures, to the people, in such manner and at such time, at 
least four months after the adjournment of the legislature, as the 
legislature shall prescribe; and if the people at a special election 
to be held for that purpose only, shall approve and ratify such 
amendment or amendments or any of them, by a majority of the 
electors qualified to vote for members of the legislature voting 


CONSTITUTION OF THE STATE OF NEW JERSEY 257 


thereon, such amendment or amendments, so approved and rati¬ 
fied shall become part of the constitution; provided , that if more 
than one amendment be submitted, they shall be submitted in such 
manner and form that the people may vote for or against each 
amendment separately and distinctly; but no amendment or 
amendments shall be submitted to the people by the legislature 
oftener than once in five years. 


ARTICLE X 

* 

Schedule 

That no inconvenience may arise from the change in the constitu¬ 
tion of this State, and in order to carry the same into complete oper¬ 
ation, it is hereby declared and ordained, that— 

1. The common law and the statute laws now in force, not repug¬ 
nant to this constitution, shall remain in force until they expire by 
their own limitation, or be altered or repealed by the legislature; 
and all writs, actions, causes of action, prosecutions, contracts, 
claims and rights of individuals and of bodies corporate, and of the 
State, and all charters of incorporation, shall continue, and all indict¬ 
ments which shall have been found, or which may hereafter be 
found, for any crime or offense committed before the adoption of this 
constitution, may be proceeded upon as if no change had taken 
place. The several courts of law and equity, except as herein 
otherwise provided, shall continue with the like powers and juris¬ 
diction as if this constitution had not been adopted. 

2. All officers now filling any office or appointment shall continue 
in the exercise of the duties thereof, according to their respective 
commissions or appointments, unless by this constitution it is 
otherwise directed. 

3. The present governor, chancellor and ordinary or surrogate- 
general and treasurer shall continue in office until successors elected 
or appointed under this constitution shall be sworn or affirmed into 
office. 

4. In case of the death, resignation or disability of the present 
governor, the person who may be vice-president of council at the 


2 5 8 


APPENDIX 


time of the adoption of this constitution shall continue in office and 
administer the government until a governor shall have been elected 
and sworn or affirmed into office under this constitution. 

5. The present governor, or in case of his death or inability to act, 
the vice-president of council, together with the present members of 
the legislative council and secretary of state, shall constitute a board 
of state canvassers, in the manner now provided by law, for the 
purpose of ascertaining and declaring the result of the next ensuing 
election for governor, members of the house of representatives, and 
electors of president and vice-president. 

6. The returns of the votes for governor, at the said next ensuing 
election, shall be transmitted to the secretary of state, the votes 
counted, and the election declared in the manner now provided by 
law in the case of the election of electors of president and vice- 
president. 

7. The election of clerks and surrogates, in those counties where 
the term of office of the present incumbent shall expire previous to 
the general election of eighteen hundred and forty-five, shall be held 
at the general election next ensuing the adoption of this constitu¬ 
tion; the result of which election shall be ascertained in the manner 
now provided by law for the election of sheriffs. 

8. The elections for the year eighteen hundred and forty-four 
shall take place as now provided by law. 

9. It shall be the duty of the governor to fill all vacancies in 
office happening between the adoption of this constitution and the 
first session of the senate, and not otherwise provided for, and the 
commissions shall expire at the end of the first session of the senate, 
or when successors shall be elected or appointed and qualified. 

10. The restriction of the pay of members of the legislature after 
forty days from the commencement of the session, shall not be 
applied to the first legislature convened under this constitution. 

11. Clerks of counties shall be clerks of the inferior courts of com¬ 
mon pleas and quarter sessions of the several counties, and perform 
the duties, and be subject to the regulations now required of them 
by law until otherwise ordained by the legislature. 

12. The legislature shall pass all laws necessary to carry into 
effect the provisions of this constitution. 


Incorporated 


Alpha . 

Asbury Park . 
Atlantic City . 
Audubon . 

Bayonne . 
Belleville . 
Bergenfield 
Beverly 
Bloomfield 
Bloomingdale . 
Bogota 
Boonton 
Bordentown . 
Boundbrook . 
Bradley Beach 
Bridgeton . 
Burlington 
Butler . 

Caldwell . . 
Camden 
Cape May City 
Carlstadt . 
Chatham . 
Cliffside Park 
Clifton 

Collingswood . 

Dover . 

Dumont 
Dunellen . 

East Newark . 
East Orange . 
East Paterson 
East Rutherford 
Edgewater 
Egg Harbor City 
Elizabeth . 
Englewood 

Fairview . 
Flemington 
Fort Lee . 
Franklin . 
Freehold . 

Garfield 
Glen Ridge 
Glen Rock 


INCORPORATED PLACES 


Places in New Jersey Having a Population 


of 


2,140 

12,400 

50,707 

4.740 

76,754 

15,660 

3,667 

2,562 

22,019 

2,193 

3.906 
5,372 
4.371 

5.906 
2,307 

14.323 

9.049 

2,886 

3,993 

116,309 

2,999 

4.472 

2,421 

5.709 

26,470 

8,7x4 

9,803 

2,537 

3,394 

3,057 

50,710 

2,441 

5,463 

3,530 

2,622 

95,783 

11,627 


4,882 

2,590 

5,761 

4.075 

4.768 

19,381 

4,620 

2,181 


2000 or Over 

IN I92O 



Gloucester 


12,162 

Perth Amboy 


41,707 

Guttenberg 


6,726 

Phillipsburg . 


16,923 




Pitman 


3.380 

Hackensack 


17,667 

Plainfield . 


27,705 

Hackettstown 


2,936 

Pleasantville . 


5,887 

Haddonfield . 


5.646 

Pompton Lakes 


2,008 

Haddon Heights 


2,950 

Princeton . 


5,9i7 

Haledon 


3,435 

Prospect Park 


4.292 

Hammonton . 


6,417 




Harrison . 


15,721 

Rahway 


11,042 

Hasbrouck Heights 

2,895 

Ramsey 


2,090 

Hawthorne 


5,135 

Raritan 


4.457 

Highland Park 


4,866 

Red Bank . 


9,251 

Hightstown 


2,674 

Ridgefield Park 


8,575 

Hoboken . 


68,166 

Ridgewood 


7.580 




Riverton , 


2,341 

Irvington , 


25,480 

Rockaway 


2,655 




Roosevelt . 


11,047 

Jamesburg 


2,052 

Roselle 


5.737 

Jersey City 


298,103 

Roselle Park , 


5,438 




Rutherford 


9,497 

Kearny 


26,724 







Salem . 


7,435 

Lambertville . 


4,660 

Secaucus . 


5,423 

Leonia 


2,979 

Somerville 


6,718 

Little Ferry . 


2,715 

South Amboy 


7,897 

Lodi 


8,175 

South Orange 


7,274 

Long Branch . 


13,521 

South River . 


6,596 




Summit 


10,174 

Madison 


5,523 




Merchantville 


2,749 

Tenafly 


5.650 

Metuchen . 


3,334 

Trenton 


119,289 

Midland Park 


2,243 




Milltown . 


2,573 

Union . 


20.65X 

Millville 


14,691 




Montclair . 


28,810 

Ventnor 


2,193 

Morristown 


12,548 

Verona 


3,039 




Vineland . 


6,799 

Newark . _ . 


414.524 




New Brunswick 


32,779 

Wallington 


5,715 

Newton 


4.125 

Wanaque . 


2,916 

North Plainfield 


6,916 

Washington 


3,341 

Nutley 


9,421 

Weehawken 


14.485 




West Hoboken 


40,074 

Ocean City 


2,512 

West New York 


29,926 

Orange 


33,268 

West Orange . 


15,573 




Westville . 


2,380 

Palisades Park , 


2,633 

Westwood 


2,597 

Passaic 


63,841 

Wharton . 

# 

2,877 

Paterson . 


135,875 

Wildwood . 


2,790 

Paulsboro 


4.352 

Woodbury 


5,801 

Penns Grove . 


6,060 

Wrightstown . 


5,288 


259 















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Absecon (ab see'kon) 

Aeroplane (air'o plane) 

Ahasimus (a has'i mus) 

Algiers (al jeers') 

Appalachian (ap a la'chi an) 
Applicable (ap'li kable) 

Appomattox (ap po mat'tocks) 
Aresseck (a res'seck) 

Assanpink (as san'pink) 

Assignment (a sine'ment) 

Augment (awg'ment) 

Ayreshire (air'sheer) 

Bandiliers (band i leers) 

Battalions (bat tal'yuns) 

Bequeath (be kweeth') 

Berrion (ber'e o) 

Bret Harte (bret heart) 

Brigadier (brig a deer') 

Cadwalader (cad wal'ader) 
Campaign (kam pane') 

Carteret (kar ter et') 

Chancery (chan'ser y) 

Chevalier de la Luzerne 

(shev'a lear de la loo zem') 
Churubusco (cher'u bus ko) 

Circuit (sur'kit) 

Cocoons (kuh koons') 

Cohansey (co han'see) 

Communipaw (com mun'i paw) 
Competent (kom'pe tent) 
Comptroller (kon trol'er) 
Concurrence (kon kur'ense) 
Contrearas (kon trer'as) 

Count de Grasse (kount de grass') 
Count de Survilliers 

(kount de sur vil'yers) 
Court martial (kort'mar shal) 


Courier (koo'ri er) 

Debris (day bree) 

Decade (dek'ade) 

Don Diego Garoqui 

(don de egg' ca rok ee) 
Don Juan de Miralles 

don hoo an' day mi ral'ay) 
Eligible (el'i ji bl) 

Ex officio (eks'o fish i o) 

Feudal (fu'dl) 

Fithian (fith'yan) 

Gorgets (gor'jets) 

Grasse, Count de (grass', kount de) 
Guadeloupe (gwa da loop') 
Guerriere (gher ri air') 

Habeas Corpus (ha'be us kor'pus) 
Houston (hew'stun) 

Ichabod (ik'a bod) 

Impromptu (im prom'tu) 
Indictment (in dite'ment) 

Ingenious (in jean'yus) 

Inviolate (in vi'olate) 

Judicial (joo dish'al) 

Jurors (joo'rurs) 

Kearny (kar'ny) 

Knyphausen (nipe'hausen) 

Lambert Cadwalader 

(lam'burt cad wal'a der) 
Lamentable (lam'enc able) 

Leif Ericson (leaf er'ik son) 

Lenni Lenape (len'ny le nahp'y) 
Liability (li a bil'i te) 

Libel (li'bl) 

Louis Philippe (loo'e fil ip') 
Macadamized (ma kad'a miz d) 
Mahlon (mail'on) . 

Maritime (mare'i time) 

Mauritius (maw re'shus) 


261 






262 


PRONOUNCING VOCABULARY 


Mercenary (mer'sen ary) 
Mercury (mer'ku ry) 

Militia (mi lish'a) 

Minuit (min'u it) 

Miraculous (mi rak'u lus) 
Miralles (mi ral'les) 
Momentum (mo men'tum) 
Montague (mon'ta gu) 
Monterey (mon'te ray) 
Mortgage (mor'gaj) 

Murat (mu rah') 

Mutiny (mu'ti nee) 
Neshaminy (ne sham'i ny) 
Onondaga (on un daw'ga) 
Pamphlets (pam'flets) 
Participants (par tis'ipants) 
Patroon (pa troon') 

Paulus Hook (paw'lus hook) 
Per diem (per dee'em) 

Petit (pet'ee) 

Phoenix (fee'niks) 

Pleas (pleez) 

Policies (pol'i seas) 
Prerogatives (pre rog'a tives) 
Prescribe (pre skrib') 

Quilted (kwilt'ed) 

Rahl (rail) 

Ramapo (ram'a po) 

Raritan (rare'i tan) 


Recruit (re kroot') 
Relinquish (re lin'kwish) 
Ridicule (rid'i kule) 

Salferino (sal fer ee'no) 
Scheyichbi (shay ik'by) 
Schuyler (ski'ler) 

Singac (sin'gak) 

Skirmishes (skur'mish es) 
Specific (spe sif'ik) 
Succasunna (suck a sun'na) 
Surrogate (sur'o gate) 
Survilliers (sur vil'yers) 
Technology (tek nol'o gy) 
Telegraphy (te leg'raf y) 
Tithe (tie th) 

Tories (taw'reez) 

Travelogues (trav'l logs) 
Tripoli (trip'o ly) 

Tubular (tube'u lr) 
Tyrannical (ti ran'i kl) 
Unalienable (un ail'yen able) 
Unique (u neek') 

Venue (ven'you) 

Verrazano (ver rat zah'no) 
Voight (voy t) 

Wequahic (we kway'ic) 
Wyckoff (wy koff) 

Zabriskie (za bris'ky) 



INDEX 


Abbott, Dr. Charles C., i, 2. 
Absecon Beach, 186. 

Academy, Newark, 201; Trenton, 
201. 

Ackerman, Carl W., 227. 

Adams, John, 90. 

Ahasimus, 22. 

Algiers, no. 

Allen, Captain J., 45. 

Allen, Edward Frank, 227. 

Allen, Lyman Whitney, 219. 
Amboy, 117. 

Aresseck, 22. 

Asylum, the first, 180. 

Ay reshire, wreck of, 187. 

Bainbridge, William, 109-112 
Baldwin, Fred Clare, 223. 

Barber, Lola D., 227. 

Barton, Clara, 173-1 77 - 
Beers, Ethel Lynn, 226. 
“Belgrove,” 150. 

Bell, Tom, 121. 

Berkeley, Lord John, 25. 

Berrien, John, 89. 

“Bethesda,” the, 40. 

Bloomfield, Joseph, 97. 

Bloomfield Seminary, 203. 
Bonaparte, Joseph, 127-130. 
Bonaparte, Napoleon, in, 127. 
Bordentown, 122-125, 173-175* 
Bowen, Daniel, 45, 46. 

Boyden, Seth, 162-164. 

Bradley, James A., 188. 

Brearley, David, 90. 

Bristol, August Cooper, 227. 

Bull, John , the, 124, 125, 163. 
Bunner, Henry C., 217. 

Burr, Aaron, 53. 


Burr, Amelia Josephine, 227. 
Byllinge, Edward, 30. 

Cabot, Sebastian, 14, 15. 

Caldwell, Reverend James, 85-88. 
Canals, pioneer, 122. 

Canal, Morris, 122; Delaware and 
Raritan, 122. 

Carteret, Philip, 30. 

Carteret, Sir George, 25. 

Chesapeake, the, 113, 114. 

Clark, Abraham, 90. 

Clermont, the, 158. 

Clinton, Sir Henry, 73. 

Closter, 56. 

Cohansey River, 44. 

Cohanzick, 44. 

Coleman, John, 18. 

Coles, Abraham, 217. 

Closter, 56. 

Cohansey River, 44. 

Cohanzick, 44. 

Coleman, John, 18. 

Coles, Abraham, 217. 

Colleges, Engineering at Newark, 
210. 

for women, 210. 

Princeton, 208. 

Rutgers, 209. 

Collins, William, 226. 

“Colonization Society,” 144. 

Colt, Christopher, 132. 

Columbus, Christopher, 2, 14. 
“Concessions and Agreements,” 26. 
Connecticut Farms, Battle of, 84. 
Constantinople, no, 131. 
Constitution, the, 90. 

Cooper, James Fenimore, 214, 
Cooper, Peter, 124. 




264 


INDEX 


Cornwallis, Lord, 56-64, 88, 89. 
Coryell’s Ferry, 60. 

Coward, Tunis, 74. 

Crane, Stephen, 219. 

Cutting, Mary Stewart, 227. 

Daughters of American Revolution, 
81. 

Dawsons, the, 220. 

Dayton, Jonathan, 90. 

Denver, 105. 

Dickerson, Mahlon, 98, 99. 
Dickerson, Philemon, 101, 102. 

Dix, Dorothea Lynde, 179-181. 
Doane, William Croswell, 226. 
Dodge, Henry N., 226. 

Dodge, Mary Mapes, 215. 

Douglas, Amanda M., 227. 
Drummond, Sara Wiley, 226. 
Duffield, Samuel A. W., 227. 

Dutch, education among, 196. 

Edison, Thomas Alva, 168-172. 
Education, 196-211; First Board of 
Education, 199. 

Enabling Act, The, 198. 

English, Thomas Dunn, 216. 
Enright, John, 208. 

Ericson, Leif, 14. 

Fenwick, John, 30, 44. 

Fischer, William H., 227. 

Fitch, John, 155. 

Folsom, Joseph F., 213. 

Forrester, Frank, 221. 
“Forty-niners,” the, 139, 140. 

Fort, Governor, 47, 48. 

Fort Lee, 56. 

Fort Nonsense, 84. 

Fort Washington, 56. 

Franklin, Benjamin, 117. 

Franklin, William, 94. 

Freeman, Mary E. Wilkins, 220, 221. 
Freneau, Philip, 212. 

Fulton, Robert, 155, 158. 

Garis, Howard R., 227. 

Garrison, Theodosia, 224. 

Gerould, Katherine Fullerton, 224. 
Gilder, Jeanette L., 215. 

Gilder, Richard Watson, 215. 
Ginsberg, Louis, 227. 


Glen Wild Lake, 8. 

Greene, General, 56, 86. 

Greenwich, 44. 

Greyhound , the, 45. 

Griggstown, 68, 71, 72. 

Guerriere, the, 112. 

Hackensack, 56-59, 116. 

Haines, Daniel, 102. 

Half-Moon, the, 16, 17. 

Hamilton, Alexander, 49-53. 
Harland, Marion, 223. 

Harte, Francis Bret, 86, 218. 
Hackewelder, John, 3. 

Hessians, 56. 

Hill, Thomas, 227. 

Honeyman, John, 67-72. 

Hopkinson, Francis, 213. 
Hopkinson, Joseph, 213. 

Houston, William C., 90. 

Howe, Lord, 56. 

Howell, Lewis, 45. 

Howell, Richard, 45, 96. 

Hudson, Henry, 16, 17, 18. 

Hudson River, the, 1, 17, 55. 

Imlaystown, 73. 

Indians, Lenni Lenape, 3-13. 
Institutes, Teachers’, 205, 206. 
Irving, Washington, 215-216. 

Jackson, Andrew, 179. 

Jackson, Gabrielle, 227. 

Jersey, East, 30; West, 30; Union 
of, 31. 

Kearny, General Philip, 150-154. 
Kendall, Calvin N., 208. 

Kieft, William, 20. 

Kilmer, Joyce, 221. 

Knowles, Ellin T., 227. 

Knox, General, 79. 

Lafayette, Marquis de, 83, 84. 
Lambertville, 73. 

Lawrence, James, 112-115. 

Liberia, 144. 

Lincoln, Abraham, 151. 

Lincoln, Joseph C., 225. 

Little York, 108. 

Livingston, William, 94, 95. 

London Company, 16, 131. 



INDEX 


265 


Louisiana Purchase, the, 105. 
Lusitania, the, 191. 

Luzerne, Chevalier de la, 83. 

Manhattan Island, 20. 

Mann, Horace, 205. 

Marshall, James, 136-141. 

Mauritius, 22. 

May, Captain Cornelius, 18. 

Maxen, John, 187. 

Mercury, the, 119, 120. 

Mexico, war with, 145, 151. 
Middletown, 74, 109. 

Miller, Joaquin, 218. 

Miralles, Don Juan de, 83. 
Monmouth Court House, 74-79. 
Morford, Henry, 226. 

Morse, Professor Samuel F. B., 165, 
166. 

Morton, David, 227. 

Mound Builders, 2. 

Musgrove, Eugene Richard, 227. 

Nassau Hall, 63-65, 208. 

Newell, Peter, 227. 

Newell, Governor William A., 183- 
188. 

Nicolls, Colonel Richard, 24, 25. 
Night school, first, 199. 

Normal Schools, 206. 

Nova Caesaria, 25. 

Ogden, Aaron, 97. 

O’Higgins, Harvey J., 227. 

Paterson, William, 95, 96. 
“Patroons,” the, 22. 

Paulus Hook, 20. 

Pauw, Michael, 20, 22. 

Pavonia, 20, 24. 

Peale, Charles Willson, 89. 

Penn, William, 6, 8, 30. 

Pennington, William, 102. 
Philadelphia, the, hi, 113* 
Philhower, Charles A., 7. 

Phoenix, the, 159. 

Pike’s Peak, 105-108. 

Pike, Zebulon Montgomery, 104- 
108. 

Pitcher, Mollie, 76-79. 

Platt, Charles D., 227. 

Post, John H., 59. 


Princeton, Battle of, 62-65. 
Princeton University, 63. 

Princeton, the, 145, 208. 

Quarrie, George, 227. 

Rahl, Colonel, 61, 62, 71. 

Railroads, 123-125. 

Red Cross, the, 176, 177. 

Reeve, Tapping, 200. 

Retaliation, the, 109. 

Richards, Laura E., 226. 

Rumsey, James, 155. 

Ryle, John, 131-135. 

Sangster, Margaret, 225, 226. 
Scheyichbi, 3, 4, n. 

Scollard, Clinton, 226. 

Seeley, Elias P., 101. 

Shannon, the, 113, 114- 
Sherman, Frank Dempster, 226. 
Sherwood, Kate Brownlee, 226. 

Silk weaving, 131. 

Slavery, 38, 39. 

Smith, F. Hopkinson, 213. 

“Sons of Liberty,” 51. 

Southard, Samuel L., 100-101. 
Speedwell Iron Works, 165. 
Springfield, Battle of, 86. 

Stage boats, 121. 

Stage wagons, 118-120. 

Stedman, Edmund C., 217. 
Steenhuysen, Englebert, 197. 
Stevens, Edwin A., 162. 

Stevens Institute of Technology, 
162, 210. 

Stevens, John, 159-162. 

Stevens, Robert L., 162. 

Stockton, Frank R., 217. 

Stockton, John, 142. 

Stockton, Robert Field, 142-148. 
Stoddard, William O., 218, 219. 
Stoddard, William O., Jr., 219. 
Stout, Penelope, 12. 

Stratemeyer, Edward, 227. 
Stuyvesant, Peter, 20, 24. 

Sultan of Turkey, no. 

Survilliers, Count de, 128. 

Sutter, Captain John, 136. 

“Tea Party,” the New Jersey, 44- 
48. 





266 


INDEX 


Tennent Church, 74-79. 
Terhune, Albert Payson, 223. 
Text books, 202. 

Thrift Stamps, 192. 

Tomlinson, Everett T., 227. 
Traubel, Horace, 220. 

Treat, Captain Robert, 28, 29. 
Trenton Asylum, 181. 

Trenton, Battle of, 61. 

Tripoli, hi, 113. 

Turnpikes, the first, 121, 122. 

Vail, Alfred, 165, 166. 

Vail, George, 166. 

Vail, Stephen, 164-166. 

Van Dyke, Henry, 214. 

Van Dyke, John C., 214. 

Van Twiller, Wouter, 20. 
Verrazano, Giovanni, 2, 14, 15. 


Vroom, Peter D., 100. 

Wallace House, 80-82. 

Washburn, Stanley, 227. 
Washington’s Crossing, 61, 62. 
Washington, George, 52, 55-66, 80- 
92. 

Weehawken, 22, 53. 

Whitefield, George, 40, 41. 
Whitman, Walt, 217. 

Williamson, Isaac H., 99. 

Willsie, Honore, 227. 

Wilson, Woodrow, 190-195, 222. 
“Wizard of Menlo Park,” the, 171. 
Woolman, John, 38, 41, 42. 

World War, The, 191-194. 

Wyckoff, Polly, 56. 

Yorktown, 88. 












































































